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Fairfield University 


College of Arts and Sciences 


Information Directory 

Telephone No. 

Fairfield University Switchboard (203 

Athletic Tickets (203 

Bookstore (203 

Box Office - Regina A. Quick Center for the Arts (203 

Bursar's Office (student accounts) (203 

Career Planning Center (203 

Computing and Network Services Help Desk (StagWeb) (203 

DiMenna-Nyselius Library (203 

Health Center (203 

Housing (203 

Information Desk - John A. Barone Campus Center (203 

Leslie C. Quick Jr. Recreation Complex (203 

Public Safety (campus safety, parking) (203 

Registrar's Office (registration, transcripts) (203 

StagCard (203 

Study Abroad Office (203 









254-4000. ext. 2241 








College of Arts and Sciences Graduate Programs 

College of Arts and Sciences 
Canisius Hall, Room 100 
Fairfield University 
1073 North Benson Road 
Fairfield, CT 06824-5195 
Telephone: (203) 254-4000, ext. 2223 
Facsimile: (203) 254-4241 

Applications available from: 

Office of Graduate and Continuing Studies Admission 

Fairfield University 

Canisius Hall, Room 302 

1073 North Benson Road 

Fairfield, CT 06824-5195 

Telephone: (203) 254-4184 

Facsimile: (203) 254-4073 



The Fairfield University College of Arts and Sciences Graduate Programs catalog is printed annually. 
However, updates to programs, policies, and courses may be made after the catalog has been 
published. Please refer to the University's website, for current information. 




Master of Arts in American Studies 

Master of Science in Mathematics 

Certificate in Financial Mathematics 


Table of Contents 



Academic Calendar 5 

Message from Dean 6 

Mission 7 

Overview 8 

Campus Services 8 

Accreditations 10 


Academic Advising and Curriculum Planning 1 

Student Programs of Study 1 

Academic Freedom 1 

Academic Honesty 1 

Honor Code 1 

Academic Dishonesty 1 

University Course Numbering System 12 

Normal Academic Progress 

Academic Load 12 

Academic Standards 12 

Auditing 12 

Independent Study 12 

Matriculation/Continuation 12 

Time to Complete Degree 12 

Applications for and Awarding of Degrees 13 

Graduation and Commencement 13 

Grading System 

Grades; Academic Average 13 

Incomplete 13 

Transfer of Credit 13 

Scholastic Honors 13 

Disruption of Academic Progress 

Academic Probation/Dismissal 14 

Withdrawal 14 

Readmission 14 

Academic Grievance Procedures 

Types of Grievances 14 

Time Limits 14 

Informal Procedure 14 

Formal Procedure 14 

Due Process Procedure 15 

Transcripts 16 

Student Records 16 

Table of Contents 


Admission Policies and Procedures 16 

Students with Disabilities 17 

International Students 17 

Parking and Other Requirements 17 

StagWeb 17 

StagCard 17 

Compliance Statements and Notifications 34 


The Master of Arts in American Studies 

Message from the Director 20 

Program Overview 21 

Course Descriptions 21 

Faculty 37 

The Master of Science in Mathematics 

Message from the Director 30 

Program Overview 31 

Course Descriptions 31 

Faculty 37 


Tuition and Fees 35 

Deferred Payment 35 

Reimbursement by Employer 35 

Refund of Tuition 35 

Mathematics Assistantships 36 

Federal Stafford Loans 36 

Sallie Mae Signature Student Loan 36 

Tax Deductions 36 

Veterans 36 


Administration 39 

Board of Trustees 40 

Campus Map Inside Back Cover 

Academic Calendar 


Classes are offered on weeknights and Saturdays to accommodate those in the program who are employed full time. 
Refer to the schedules that are distributed each semester for calendar changes. 

Fall 2006 

Aug. 22 Back to Campus Day 

Sept. 6 Classes begin 

Oct. 20 Degree cards due for January graduation 

Nov. 22 - Nov. 26 Thanksgiving recess 

Nov. 27 Classes resume 

Dec. 21 Last day of classes for graduate students 

Winter 2006 Intersession 

Jan. 2 - Jan. 13 Intersession classes 

Spring 2007 

Jan. 15 Martin Luther King Jr. Day - University holiday 

Jan. 16 Classes begin 

Feb. 16 Degree cards due for May graduation 

March 12 - March 16 Spring recess 

March 19 Classes resume 

April 5-8 Easter recess 

May 2 Last day of classes 

May 20 57th Commencement 

Summer 2007 

May 28 Memorial Day - University holiday 

July 4 Independence Day - University holiday 

July 5 Degree cards due for August graduation 

A Message from the Dean 

A Message From the Dean 

Welcome to the exciting world of graduate studies - and to the uni- 
verse of opportunities they can create. Our minds can develop 
and discover deeply when allowed some nourished focus, guided 
by experts in a given discipline. 

Within the College of Arts and Sciences, we offer two distinct 
programs that lead to a master's degree: American Studies and 
Mathematics. While the fields may be diverse, both graduate 
programs offer the resources of highly qualified, full-time faculty 
members whose commitment to teaching and scholarship is 
enhanced by a genuine interest in and concern for the student. 

By its very nature, graduate learning is of a deeper, more refined 
character than undergraduate education. One's graduate school peers, however, bring a diversity c 
experience and expectations to the classroom, making the effort to explore new ideas and build ne\ 
strengths enriching and rewarding for all involved. 

At Fairfield University, you will benefit from professors who respect your goals and want to see you read 
them. Whether your desire is to achieve professional advancement, to build a foundation for furthe 
studies, or to take pride in enriching an active and engaged mind, you will discover in our two master' 
programs the means to do so. 

I am confident that your experience at Fairfield will become a challenge well worth having taker 
Welcome; enjoy! 

Timothy LawjSnyder 

Dean, College of Arts and Sciences 

Fairfield University Mission 


Fairfield University Mission 

Fairfield University, founded by the Society of Jesus, is a 
coeducational institution of higher learning whose pri- 
mary objectives are to develop the creative intellectual 
potential of its students and to foster in them ethical and 
religious values and a sense of social responsibility. 
Jesuit education, which began in 1547, is committed 
today to the service of faith, of which the promotion of 
justice is an absolute requirement. 

Fairfield is Catholic in both tradition and spirit. It cele- 
brates the God-given dignity of every human person. As 
a Catholic university it welcomes those of all beliefs and 
traditions who share its concerns for scholarship, justice, 
truth, and freedom, and it values the diversity that their 
membership brings to the University community. 

Fairfield educates its students through a variety of schol- 
arly and professional disciplines. All of its schools share 
a liberal and humanistic perspective and a commitment 
to excellence. Fairfield encourages a respect for all the 
disciplines - their similarities, their differences, and their 
interrelationships. In particular, in its undergraduate 
schools it provides all students with a broadly based 
general education curriculum with a special emphasis on 
the traditional humanities as a complement to the more 
specialized preparation in disciplines and professions 
provided by the major programs. Fairfield is also com- 
mitted to the needs of society for liberally educated pro- 
fessionals. It meets the needs of its students to assume 
positions in this society through its undergraduate and 
graduate professional schools and programs. 

A Fairfield education is a liberal education, characterized 
by its breadth and depth. It offers opportunities for indi- 
vidual and common reflection, and it provides training in 
such essential human skills as analysis, synthesis, and 
communication. The liberally educated person is able to 
assimilate and organize facts, to evaluate knowledge, to 
identify issues, to use appropriate methods of reasoning, 
and to convey conclusions persuasively in written and 
spoken word. Equally essential to liberal education is the 
development of the aesthetic dimension of human 
nature, the power to imagine, to intuit, to create, and to 
appreciate. In its fullest sense liberal education initiates 
students at a mature level into their culture, its past, its 
present, and its future. 

Fairfield recognizes that learning is a lifelong process 
and sees the education that it provides as a foundation 
upon which its students may continue to build within 
their chosen areas of scholarly study or professional 
development. It also seeks to foster in its students a con- 
tinuing intellectual curiosity and a desire for self-educa- 
tion that will extend to the broad range of areas to which 
they have been introduced in their studies. 

As a community of scholars, Fairfield gladly joins in the 
broader task of expanding human knowledge and deep- 
ening human understanding, and to this end it encour- 
ages and supports the scholarly research and artistic 
production of its faculty and students. 

Fairfield has a further obligation to the wider community 
of which it is a part, to share with its neighbors its 
resources and its special expertise for the betterment of 
the community as a whole. Faculty and students are 
encouraged to participate in the larger community 
through service and academic activities. But most of all, 
Fairfield serves the wider community by educating its 
students to be socially aware and morally responsible 

Fairfield University values each of its students as individ- 
uals with unique abilities and potentials, and it respects 
the personal and academic freedom of all its members. 
At the same time, it seeks to develop a greater sense of 
community within itself, a sense that all of its members 
belong to and are involved in the University, sharing 
common goals and a common commitment to truth and 
justice, and manifesting in their lives the common con- 
cern for others which is the obligation of all educated, 
mature human beings. 


Fairfield University 

Fairfield University 

A comprehensive liberal arts university built upon the 
450-year-old Jesuit traditions of scholarship and 
service, Fairfield University is distinguished by sound 
academics, collegiality among faculty and students, and 
a beautiful, 200-acre campus with views of Long Island 

Since its founding in 1942 by the Society of Jesus (the 
Jesuits), the University has grown from an all-male 
school serving 300 to a competitively ranked coeduca- 
tional institution serving 3,300 undergraduate students 
and more than 1 ,000 graduate students, plus non-tradi- 
tional students enrolled in University College. 

In addition to 34 undergraduate majors, Fairfield offers 
full- and part-time graduate programs through its 
College of Arts and Sciences, its Charles F Dolan 
School of Business, and its schools of Engineering, 
Graduate Education and Allied Professions, and 
Nursing. Graduate students earn credentials for profes- 
sional advancement while benefiting from small class 
sizes, opportunities for real-world application, and the 
resources and reputation of a school consistently 
ranked among the top regional universities in the North 
by U.S. News & World Report. 

In the past decade, more than two dozen Fairfield stu- 
dents have been named Fulbright scholars, and the 
University is among the 12 percent of four-year colleges 
and universities with membership in Phi Beta Kappa, 
the nation's oldest and most prestigious academic 
honor society. 

Undergraduate students represent 35 states and more 
than 30 countries. 

Fairfield is located one hour north of New York City at 
the center of a dynamic corridor populated by colleges 
and universities, cultural and recreational resources, 
and leading corporate employers. Its recently renovated 
and expanded facilities include the Rudolph F. Bannow 
Science Center, the John A. Barone Campus Center, 
and the DiMenna-Nyselius Library. 

The third youngest of the 28 Jesuit universities in the 
United States, Fairfield has emerged as an academic 
leader well positioned to meet the needs of modern stu- 
dents. More than 60 years after its founding, the 
University's mission remains the same: To educate the 
whole person, challenging the intellectual, spiritual, and 
physical potential of all students. 

In the spirit of its Jesuit founders, Fairfield University 
extends to its graduate students myriad resources and 
services designed to foster their intellectual, spiritual, 
and physical development. 


The DiMenna-Nyselius Library combines the best of 
the traditional academic library with the latest access to 
print and electronic resources. It is the intellectual heart 
of Fairfield's campus and is today its signature academ- 
ic building. 

Carrels, leisure seating, and research tables provide 
study space for up to 900 individual students, while 
groups meet in team rooms or study areas, or convene 
for conversation in the 24-hour cyber cafe. Other 
resources include a 24-hour, open-access computer lab 
with Macintosh and Intel-based computers; a second 
computer lab featuring Windows-based computers only; 
two dozen multimedia workstations; an electronic class- 
room; a 90-seat multimedia auditorium; an Information 
Technology Center for large and small group training; 
the Center for Academic Excellence; photocopiers, 
microform readers, and printers; and audiovisual hard- 
ware and software. Workstations for the physically dis- 
abled are available throughout the library. 

The library's collection includes more than 330,000 
bound volumes, 1,800 journals and newspapers, 
1 2,000 audiovisual items, and the equivalent of 1 01 ,000 
volumes in microform. To borrow library materials, 
students must present a StagCard at the Circulation 
Desk. Students can search for materials using an 
integrated library system and online catalog. Library 
resources may also be accessed from any desktop on 
or off campus at 
From this site, students use their StagCard number and 
a pin code to access their accounts, read full-text 
journal articles from more than 100 databases, submit 
interlibrary loan forms electronically, or contact a refer- 
ence librarian around the clock via e-mail or live" chat. 

During the academic year, the library is open Monday 
through Thursday, 7:45 a.m. to midnight; Friday, 
7:45 a.m. to 10:30 p.m.; Saturday, 9 a.m. to 9 p.m.; and 
Sunday, 10:30 a.m. to midnight. 

The Rudolph F. Bannow Science Center's 44,000- 
square-foot addition, completed in 2002, houses 
advanced instructional and research facilities that foster 
the development of science learning communities, 
engage students in experiential learning, and invite 
collaborative faculty and student research in biology, 
chemistry, computer science, mathematics, physics, 
and psychology. The original building underwent 
complementary renovations. 

The John A. Barone Campus Center, which was 
extensively renovated in 2001, is the social focal point 
of University activities and offers students a place to 
relax, socialize, or study during the day. Students can 
sip cappuccino at Jazzman's CyberCafe, shop at the 
University bookstore, watch deejays for the campus 
radio station, WVOF-FM 88.5, at work in their new 

Fairfield University 


glass-enclosed studio, or grab meals at one of two din- 
ing facilities. The center is open 24 hours from Sunday 
through Thursday and from 7 a.m. to 1 a.m. on Fridays 
and Saturdays. Call the Campus Center between 9 a.m. 
and 9 p.m. for bookstore and dining hall hours. 

Aloysius P. Kelley, S.J. Center. Located on Loyola 
Drive, the Kelley Center houses the offices of 
Undergraduate and Graduate Admission, the Registrar, 
Financial Aid, Marketing, Enrollment Management, 
Stagcard, Student Support Services, New Student 
Programs, as well as the Career Planning Center. 

The Career Planning Center is open to graduate stu- 
dents and offers career information, online job listings, 
and career counseling services. The Center also invites 
leading employers to recruit on campus. Graduate stu- 
dents who wish to leverage their master's degrees in a 
career transition should meet with the director of career 
planning one year before graduation. 

The Campus Ministry team nourishes a faith commu- 
nity on campus, taking seriously its unique role in 
expressing the University's Catholic and Jesuit identity. 
The team, composed of pastoral ministers, laypeople, 
and a council of 18 student leaders, provides counsel- 
ing and spiritual direction, fosters prayer life, conducts 
liturgies and retreats, trains students as lectors and 
Eucharistic ministers, and coordinates interfaith and 
ecumenical events. 

Service learning opportunities give students a chance 
for reflection as they work and live alongside people 
of different backgrounds. Students may apply for 
immersion experiences in Ecuador, Nicaragua, Mexico, 
and Haiti, as well as trips closer to home in Kentucky. 

Campus Ministry is housed in the Pedro Arrupe, S.J., 
Campus Ministry Center on the lower level of the Egan 
Chapel of St. Ignatius Loyola. Mass is held daily in the 
chapel during the lunch hour, on some weeknights, and 
twice on Sundays. 

Fairfield's Computing Services are state-of-the-art. 
High-speed fiber-optic cable, with transmission capabil- 
ities of 100 megabits per second, connects classrooms, 
residence hall rooms, and faculty and administrative 
offices, providing access to the library collection, e-mail, 
various databases, and other on-campus resources. 

Nineteen computer labs, supported by knowledgeable 
lab assistants and open 14 hours a day for walk-in a 
nd classroom use, offer hardware and software for 
the Windows and Macintosh environments. All campus 
buildings are connected to the Internet, and all 
residence hall rooms have Internet connections, cable 
television, and voicemail. Students are issued individual 
accounts in StagWeb, a secure website where they 
can check e-mail, register for courses, review their 
academic and financial records, and stay tuned to 
campus-wide announcements. 

Administrative Computing (SunGard SCT) is 

located in Dolan 110 East and provides support for 
the integrated administrative system, Banner. 
Additionally, Administrative Computing supports 
StagWeb, the campus portal that enables students 
to access their e-mail, grades, calendars, course 
schedules and other types of information that is 
important to the adult learner. Administrative 
Computing's Help Desk is located on the second 
floor of Dolan Commons and can be reached by e- 
mail ( or by phone 
(203) 254-4357. The hours of operation are Mon., 
Weds., Thurs., and Fri. from 8:30 a.m. to 4:30 p.m., 
and on Tuesdays from 8:30 a.m. to 7 p.m. 

Computing and Network Services, located on the 
second floor of Dolan Commons, provides lab 
support, technical advice, classroom technology 
applications, and personal Web page assistance. 
Office hours are 8:30 a.m. to 4:30 p.m. The SCT 
Help Desk, located on the second floor of Dolan 
Commons, assists with questions related to 
StagWeb (see above). 


Fairfield University 

The Department of Public Safety is responsible for the 
safety of people and property on campus. Officers 
patrol campus by bike, foot, and vehicle 24 hours a day, 
365 days a year. The Department of Public Safety is 
authorized to prevent, investigate, and report violations 
of State or Federal Law and University regulations. In 
addition, officers are trained to provide emergency first 
aid and are supplemental first responders for the Town 
of Fairfield. Public Safety officers also oversee the flow 
of traffic on campus and enforce parking regulations. 
Any student, faculty member, or employee of Fairfield 
University should report any potential criminal act or 
other emergency to any officer or representative of the 
Department immediately, by calling (203) 254-4090 or 
visiting us in Loyola Hall, Room 2. 

The Regina A. Quick Center for the Arts serves as a 
cultural hub and resource for the University and sur- 
rounding towns, offering popular and classical music 
programs, dance, theatre, and outreach events for 
young audiences. The center consists of the 740-seat 
Aloysius P. Kelley, S.J. Theatre, the smaller Lawrence 
A. Wien Experimental Theatre, and the Thomas J. 
Walsh Art Gallery. Tickets to Quick Center events are 
available to graduate students at a discounted price. 
For a calendar of events, visit 

In addition, various departments schedule exhibitions, 
lectures, and dramatic programs throughout the aca- 
demic year. These events are open to all members of 
the University community and many are free of charge. 

Athletics and Recreation 

In athletics, Fairfield is a Division I member of the 
National Collegiate Athletic Association (NCAA) and 
competes in conference championship play as a charter 
member of the Metro Atlantic Athletic Conference 
(MAAC). The men's and women's basketball teams play 
at Bridgeport's Arena at Harbor Yard, considered one 
of the top facilities in collegiate basketball. Discounted 
tickets for Fairfield Stags games are available to gradu- 
ate students. For tickets or other information, call the 
athletic box office or visit In 
addition, soccer, lacrosse, and other games are held on 
campus and are free to graduate students. 

The Leslie C. Quick Jr. Recreation Complex, a multi- 
purpose facility also known as the RecPlex, features a 
25-meter, eight-lane swimming pool; a field house for 
various sports; a whirlpool; saunas in the men's and 
women's locker rooms; and racquetball courts. Other 
amenities are two cardio theatres, a weight room, and 
group fitness courses. The Department of Recreation 
also oversees the outdoor tennis, basketball, and sand 
volleyball courts as well as two temporary, portable 
ice-skating rinks. Graduate students may join the 
RecPlex on a per semester basis by presenting a cur- 
rent StagCard and paying the appropriate fee. For 
membership information and hours, call the RecPlex 


Fairfield University is fully accredited by the New 
England Association of Schools and Colleges, which 
accredits schools and colleges in the six New England 
states. Accreditation by one of the six regional accredit- 
ing associations in the United States indicates that the 
school or college has been carefully evaluated and 
found to meet standards agreed upon by qualified edu- 

Additional accreditations include: 

AACSB International - The Association to Advance 
Collegiate Schools of Business 

Charles F. Dolan School of Business 
Accreditation Board for Engineering and Technology 
Electrical Engineering program 
Mechanical Engineering program 
Commission on Accreditation of Marriage and Family 
Therapy Education of the American Association for 
Marriage and Family Therapy (AAMFT) 

Marriage and Family Therapy program 
Connecticut State Department of Higher Education 
Council for Accreditation of Counseling and Related 
Educational Programs (CACREP) 

Counselor Education programs 
Commission on Collegiate Nursing Education 
Undergraduate Nursing programs 
Graduate Nursing programs 

Program approvals include: 

Connecticut State Department of Higher Education 

Elementary and Secondary Teacher 
certification programs 

Graduate programs leading to certification 
in specialized areas of education 

School of Nursing programs 
Connecticut State Board of Examiners for Nursing 

Undergraduate Nursing programs 

Graduate Nursing programs 
Nurse Anesthesia Council on Accreditation 

The University holds memberships in: 

AACSB International - The Association to Advance 

Collegiate Schools of Business 
American Association of Colleges for Teacher 

American Association of Colleges of Nursing 
American Council for Higher Education 
American Council on Education 
ASEE - American Society for Engineering Education 
Association of Catholic Colleges and Universities 
Association of Jesuit Colleges and Universities 
Connecticut Association of Colleges and Universities 

for Teacher Education 
Connecticut Conference of Independent Colleges 
Connecticut Council for Higher Education 
National Association of Independent Colleges 

and Universities 
National Catholic Educational Association 
New England Business and Economic Association 

Academic Policies and General Regulations 



Academic Advising and 
Curriculum Planning 

Specialty Track Directors advise all fully matriculated 
students in their respective tracks. The Assistant Dean 
advises all non-matriculated students. Students must 
meet with their advisor during their first semester of 
enrollment to plan a program of study. The advisor must 
be consulted each subsequent semester regarding 
course selection, and the advisor's signature of 
approval on the University registration form is required. 
Students must register no later than one week prior to 
the first day of class. 

Information about state certification requirements may 
be obtained from the certification officer or graduate fac- 
ulty advisors. 

Student Programs of Study 

All programs of study must be planned with an advisor. 
In granting approval, the advisor will consider the stu- 
dent's previous academic record and whether or not the 
prerequisites set forth for the specific program have 
been met. Should a student wish to change his or her 
track or concentration, this request must be made in 
writing and approved by the advisor and the dean. 

Academic Freedom and 

The statement on academic freedom, as formulated in 
the 1940 Statement of Principles endorsed bytheAAUP 
and incorporating the 1970 interpretive comments, is 
the policy of Fairfield University. Academic freedom and 
responsibility are here defined as the liberty and obliga- 
tion to study, to investigate, to present and interpret, and 
discuss facts and ideas concerning all branches and 
fields of learning. Academic freedom is limited only by 
generally accepted standards of responsible scholar- 
ship and by respect for the Catholic commitment of the 
institution as expressed in its mission statement, which 
provides that Fairfield University "welcomes those of all 
beliefs and traditions who share its concerns for schol- 
arship, justice, truth, and freedom, and it values the 
diversity which their membership brings to the universi- 
ty community." 

Academic Honesty 

All members of the Fairfield University community share 
responsibility for establishing and maintaining appropri- 

ate standards of academic honesty and integrity. As 
such, faculty members have an obligation to set high 
standards of honesty and integrity through personal 
example and the learning communities they create. It is 
further expected that students will follow these stan- 
dards and encourage others to do so. 

Honor Code 

Fairfield University's primary purpose is the pursuit of 
academic excellence. This is possible only in an atmos- 
phere where discovery and communication of knowl- 
edge are marked by scrupulous, unqualified honesty. 
Therefore, it is expected that all students taking classes 
at the University adhere to the following Honor Code: 

"I understand that any violation of academic integrity 
wounds the entire community and undermines the trust 
upon which the discovery and communication of knowl- 
edge depends. Therefore, as a member of the Fairfield 
University community, I hereby pledge to uphold and 
maintain these standards of academic honesty and 

Students in the Nurse Anesthesia Track are subject to 
all Bridgeport Hospital and Fairfield University policies 
and procedures. Bridgeport Hospital and Bridgeport 
Anesthesia Associates have the right to remove a stu- 
dent from assignment at Bridgeport Hospital after it has 
been determined by Bridgeport Hospital that such 
removal is in the best interest of the Hospital and of 
patient safety. The appeal of such removal of a student 
and all clinical and/or administrative grievances shall be 
addressed according to the policies and procedures set 
forth in the Bridgeport Hospital Nurse Anesthesia 
Program Student Handbook. Academic Grievances 
shall be addressed according to the policies and proce- 
dures set forth in the Fairfield University School of 
Nursing Graduate Program Catalog/Handbook. 

Academic Dishonesty 

Students are sometimes unsure of what constitutes 
academic dishonesty. In all academic work, students 
are expected to submit materials that are their own and 
to include attribution for any ideas or language that is 
not their own. Examples of dishonest conduct include 
but are not limited to: 

• Cheating, such as copying examination answers from 
materials such as crib notes or another student's paper. 

• Collusion, such as working with another person or per- 
sons when independent work is prescribed. 

• Inappropriate use of notes. 

• Falsification or fabrication of an assigned project, data, 
results, or sources. 

• Giving, receiving, offering, or soliciting information in 


Academic Policies and General Regulations 

• Using previously prepared materials in examinations, 
tests, or quizzes. 

• Destruction or alteration of another student's work. 

• Submitting the same paper or report for assignments in 
more than one course without the prior written permis- 
sion of each instructor. 

• Appropriating information, ideas, or the language of 
other people or writers and submitting it as one's own to 
satisfy the requirements of a course - commonly known 
as plagiarism. Plagiarism constitutes theft and deceit. 
Assignments (compositions, term papers, computer 
programs, etc.) acquired either in part or in whole from 
commercial sources, publications, students, or other 
sources and submitted as one's own original work will 
be considered plagiarism. 

• Unauthorized recording, sale, or use of lectures and 
other instructional materials. 

In the event of such dishonesty, professors are to award 
a grade of zero for the project, paper, or examination in 
question, and may record an F for the course itself. 
When appropriate, expulsion may be recommended. A 
notation of the event is made in the student's file in the 
academic dean's office. The student will receive a copy. 

University Course Numbering 


01-99 Introductory courses 
1 00-1 99 Intermediate courses without 

200-299 Intermediate courses with prerequisites 
300-399 Advanced courses, normally limited 
to juniors and seniors, and open to 
graduate students with permission 


400-499 Graduate courses, open to 

undergraduate students with permission 
500-599 Graduate courses 

Normal Academic Progress 

Academic Load 

A full-time student will normally carry nine credits during 
the fall or spring semester. Twelve credits is the maxi- 
mum load permitted. During summer sessions, full-time 
students are permitted to carry a maximum load of 12 
credits. Students who work full-time or attend another 
school may not be full-time students. Such individuals 
are ordinarily limited to six credits during the fall or 
spring semesters and nine credits during the summer 

Academic Standards 

Students are required to maintain satisfactory academ- 
ic standards of scholastic performance. Candidates for 
a master's degree or certificate must maintain a 3.00 
grade point average. 


A student who wishes to audit a graduate course may 
do so only in consultation with the course instructor. A 
Permission to Audit form, available at the dean's office, 
must be completed and presented at registration during 
the regular registration period. No academic credit is 
awarded and a grade notation (AU) is recorded on the 
official transcript under the appropriate semester and 
course name. The tuition for auditing is one-half of the 
credit tuition, except for those hands-on courses involv- 
ing the use of a computer workstation. In this case, the 
audit tuition is the same as the credit tuition. Conversion 
from audit to credit status will be permitted only before 
the third class and with the permission of the course 

Independent Study 

The purpose of independent study at the graduate level 
is to broaden student knowledge in a specific area of 
interest. Students must submit a preliminary proposal 
using the Independent Study Application form, which is 
available in the dean's office, to the major advisor. 
Frequent consultation with the major advisor is 
required. Students may earn from one to six credits for 
an independent study course. 


In the first 12 semester hours, the student must com- 
plete at least one course from the intended area of 
concentration and a philosophical foundations course 
if required. To remain in good academic standing, a 
student must achieve a 3.00 cumulative quality point 
average upon completion of the first 12 semester hours. 
A student whose cumulative quality point average falls 
below 3.00 in any semester is placed on academic pro- 
bation for the following semester. Students on academ- 
ic probation must meet with their advisors to program 
adjustments to their course load. If, at the end of the 
probationary semester, the student's overall average is 
again below 3.00, he or she may be dismissed. 

Continuation in a state certification program requires 
performance above the minimum academic level in 
advanced courses and field experiences, and the rec- 
ommendation of the area faculty. 

Time to Complete Degree 

Students are expected to complete all requirements 
for the MSN program and graduate within five years 
after beginning their course work. Students completing 
certificate programs must fulfill their requirements with- 
in three years of beginning course work. Each student 
is expected to make some annual progress toward 
the degree or certificate to remain in good standing. 
A student who elects to take a leave of absence must 
submit a request, in writing, to the dean. 

Academic Policies and General Regulations 


Applications for and Awarding of Degrees 

All students must file an application for the master's 
degree in the dean's office by the published deadline. 
Graduate students must successfully complete all 
requirements for the degree in order to participate in 
commencement exercises. Refer to the calendar for the 
degree application deadline. 

Graduation and Commencement 

Diplomas are awarded in January, May, and August 
(see calendar for application deadlines). Students who 
have been awarded diplomas in the previous August 
and January, and those who have completed all degree 
requirements for May graduation, are invited to partici- 
pate in the May commencement ceremony. Graduate 
students must successfully complete all requirements 
for the degree in order to participate in commencement. 

Grading System 

Grades; Academic Average 

The work of each student is graded on the following 














Withdrew without penalty 

The symbol + suffixed to the grades of B and C indi- 
cates the upper ranges covered by those grades. The 
symbol - suffixed to the grades A, B, and C indicates the 
lower ranges covered by those grades. 

The grade of incomplete is given at the discretion of 
individual professors. All coursework must be complet- 
ed within 30 days after the last class in the course for 
which a student has received an incomplete grade, after 
which the "I" becomes an F. Pass or Fail grades are 
used in a limited number of courses. 

No change of grade will be processed after a student 
has graduated. Any request for the change of an earned 
letter grade is at the discretion of the original teacher of 
the course and must be recommended in writing to the 
dean by the professor of record within one calendar 
year of the final class of the course or before gradua- 
tion, whichever comes first. 

A student may request an extension of the one-year 
deadline from the dean of their school if he or she can 
provide documentation that extenuating circumstances 
warrant an extension of the one-year deadline. Such an 
extension may be approved only if the professor of 
record agrees to the extension and an explicit date is 
stipulated by which the additional work must be submit- 

A change of an incomplete grade follows the estab- 
lished policy. 

A student who elects to withdraw from a course must 
obtain written approval from the dean. Refunds will not 
be granted without written notice. The amount of tuition 
refund will be based upon the date the notice is 
received. Fees are not refundable unless a course is 

Each grade has a numerical value as follows: 





















Multiplying a grade's numerical value by the credit value 
of a course produces the number of quality points 
earned by a student. The student's grade point average 
is computed by dividing the number of quality points 
earned by the total number of credits completed, includ- 
ing failed courses. The average is rounded to the near- 
est second decimal place. 


An incomplete grade is issued in the rare case when, 
due to an emergency, a student makes arrangements - 
in advance and with the professor's and the dean's per- 
mission - to complete some of the course requirements 
after the semester ends. All course work must be com- 
pleted within 30 days of the end of the term. Any "I" still 
outstanding after the 30-day extension will become an F 
and the student will be excluded from the program. 

Transfer of Credit 

Transfer of credit from another approved institution of 
higher learning will be allowed if it is graduate work 
done after the completion of a bachelor's program and 
completed prior to entering Fairfield University. 

No more than six credits may be transferred. Transfer 
credit will be considered for graduate coursework 
earned with a grade of B or better. An official transcript 
of the work done must be received before a decision will 
be made on approving the transfer. 

Scholastic Honors 

Alpha Sigma Nu 

Alpha Sigma Nu, the national Jesuit honor society, 
serves to reward and encourage scholarship, loyalty, 
and service to the ideals of Jesuit higher education. To 
be nominated for membership, graduate students must 
have scholastic rank in the top 1 5 percent of their class, 
demonstrate a proven concern for others, and manifest 


Academic Policies and General Regulations 

a true concern and commitment to the values and goals 
of the society. The Fairfield chapter was reactivated in 
1981 and includes outstanding undergraduate and 
graduate students who are encouraged to promote 
service to the University and provide greater under- 
standing of the Jesuit ideals of education. 

Disruption of Academic Progress 

Academic Probation/Dismissal 

A student whose overall grade point average falls below 
3.00 in any semester is placed on probation for the 
following semester. If the overall grade point average 
is again below 3.00 at the end of that semester, the 
student may be dismissed. Any student who receives 
two course grades below 2.67 or B- will be excluded 
from the program. 


Any student who earns less than a B- twice may not be 
allowed to continue in the program. Practicum courses 
in the MSN program are given a letter grade. For the 
Nurse Anesthesia Program, any student who earns a 
grade below C (2.0) will be dismissed. 


Students who wish to withdraw from a 14-15-week 
course before its sixth scheduled class must do so in 
writing or in person at the Registrar's Office. Written 
withdrawals are effective as of the date received or 
postmarked. In-person withdrawals are made in the 
Registrar's Office by completing and submitting a 
Change of Registration form. 

Those who wish to withdraw from a course after the 
sixth scheduled class must submit a written statement 
of their intention to the dean for approval to withdraw 
without academic penalty. Failure to attend class or 
merely giving notice to an instructor does not constitute 
an official withdrawal and may result in a penalty grade 
being recorded for the course. In general, course with- 
drawals are not approved after the sixth scheduled 
class. In extreme cases, exceptions may be approved 
by the dean. 


All students who interrupt their education for more than 
two successive terms must be reinstated. Requests for 
reinstatement may be made by letter to the dean at 
least one month prior to enrollment in courses. If a 
student has been inactive for 24 months or longer, it will 
be necessary to submit a new application for admission 
to graduate programs. A review of past work will deter- 
mine the terms of readmission. 

Students who receive a master's degree from Fairfield 
University and who want to begin programs leading to 
a Post-Master's certificate are required to file a new 
application of admission. 

Academic Grievance Procedures 


Procedures for review of academic grievances protect 
the rights of students, faculty, and the University by pro- 
viding mechanisms for equitable problem solving. 

Types of Grievances 

A grievance is defined as a complaint of unfair treat- 
ment for which a specific remedy is sought. It excludes 
circumstances that may give rise to a complaint for 
which explicit redress is neither called for nor sought, or 
for which other structures within the University serve as 
an agency for resolution. 

Academic grievances relate to procedural appeals or to 
academic competence appeals, or to issues of academ- 
ic dishonesty. Procedural appeals are defined as those 
seeking a remedy where no issue of the quality of the 
student's work is involved. For example, a student might 
contend that the professor failed to follow previously 
announced mechanisms of evaluation. 

Academic competence appeals are defined as those 
seeking a remedy because the evaluation of the quality 
of a student's work in a course is disputed. Remedies 
would include but not be limited to awarded grade 
changes, such as permission to take make-up examina- 
tions or to repeat courses without penalty. 

Academic dishonesty appeals are defined as those 
seeking a remedy because of a dispute over whether 
plagiarism or cheating occurred. Remedies would 
include but not limited to removal of file letter, change of 
grade, or submitting new or revised work. 

Time Limits 

The procedures defined here must be initiated within 
one semester after the event that is the subject of the 

Informal Procedure 

Step one: The student attempts to resolve any academ- 
ic grievance with the faculty member, department chair, 
or other individual or agency involved. If, following this 
initial attempt at resolution, the student remains con- 
vinced that a grievance exists, she or he advances to 
step two. 

Step two: The student consults the chair, or other indi- 
viduals when appropriate, bringing written documenta- 
tion of the process up to this point. If the student contin- 
ues to assert that a grievance exists after attempted 
reconciliation, he or she advances to step three. 

Step three: The student presents the grievance to the 
dean of the school in which the course was offered, 
bringing to this meeting documentation of steps one 
and two. If the dean's attempts at mediation prove 
unsuccessful, the student is informed of the right to ini- 
tiate formal review procedures. 

Formal Procedure 

Step one: If the student still believes that the grievance 

Academic Policies and General Regulations 


remains unresolved following informal procedures, she 
or he initiates the formal review procedure by making a 
written request through the dean of the school in which 
the course was offered for a formal hearing in the aca- 
demic vice president's office. Such a request should 
define the grievance and be accompanied by documen- 
tation of completion of the informal process. It should 
also be accompanied by the dean's opinion of the griev- 

Step two: The academic vice president determines 
whether the grievance merits further attention. If not, the 
student is so informed. 

If, however, the grievance does merit further attention, 
the academic vice president determines whether it is a 
procedural, competence, or academic dishonesty 

• If it relates to a procedural matter, the academic vice 
president selects a dean (other than the dean of the 
involved school) to chair a grievance committee. 

• If it relates to an academic competence matter, the 
academic vice president requests from the dean 
involved the names of two outside experts to serve as 
a consultant panel in determining the merit of the stu- 
dent's grievance. 

• If it relates to academic dishonesty, the academic vice 
president will convene a committee comprised of a 
dean and two faculty from outside the department in 
which the course was offered to review the material 
and the sanctions. 

In addition, in some instances it may be possible for the 
academic vice president to settle the grievance. 

Step three: For procedural appeals, the grievance com- 
mittee takes whatever steps are deemed appropriate to 
render a recommendation for resolving the grievance. 
The committee adheres to due process procedures 
analogous to those in the Faculty Handbook. 

For competence appeals, the academic vice president 
contacts the outside panel members and requests that 
they review the case in relation to its content validity. 

For academic honesty appeals, the academic vice pres- 
ident will request that the committee present a written 
report of their findings relating to the validity of the 
charge and the sanctions. 

Step four: The recommendation from either the griev- 
ance committee or the panel is forwarded to the aca- 
demic vice president in written form, accompanied, if 
necessary, by any supporting data that formed the basis 
of the recommendation. 

Step five: The academic vice president renders a final 
and binding judgment, notifying all involved parties. If 
the grievance involves a dispute over a course grade 
given by a faculty member, the academic vice president 
is the only University official empowered to change that 
grade, and then only at the recommendation of the com- 
mittee or panel. 

Structure of the Grievance Committee 

The structure of the Grievance Committee is the same 
as the existing Academic Honesty Committee, as fol- 

• Two faculty members are selected from a standing 
panel of eight faculty members elected by the gener- 
al faculty. The faculty member against whom the 
grievance has been directed proposes four names 
from that panel; the student strikes two of those 
names, and the two remaining faculty members serve. 

• Two students are selected from a standing panel of 
eight students elected by the student government. 
The student(s) (grievant(s) propose four names from 
that panel; the faculty strike two of those names; the 
two remaining students serve. 

• In the event that a faculty member or student selected 
through the foregoing process is unable to meet, 
another elected member of the panel serves as an 

• The committee is chaired by a dean (other than the 
dean of the school in which the course was offered) to 
be selected by the academic vice president. The dean 
so selected has no vote except in the event of a tie, 
and is responsible for overseeing the selection of the 
review committee, convening and conducting the 
committee meetings, and preparing the committee's 
report(s) and other appropriate documentation. 

• The election of committee members should take into 
account the possible need for response on 24-hour 
notice (particularly at the time of Commencement), 
and availability should, in such instances, be a prime 
consideration in committee member selection. 

Due Process Procedure 

a. Both the student and the faculty member have the 
right to be present and to be accompanied by a per- 
sonal advisor or counsel throughout the hearing. 

b. Both the student and the faculty member have the 
right to present and to examine and cross-examine 

c. The administration makes available to the student 
and the faculty member such authority as it may 
possess to require the presence of witnesses. 

d. The hearing committee promptly and forthrightly 
adjudicates the issues. 

e. The full text of the findings and conclusions of the 
hearing committee are made available in identical 
form and at the same time to the student and the 
faculty member. The cost is met by the University. 

f. In the absence of a defect in procedure, recommen- 
dations shall be made to the Academic Vice 
President by the committee as to possible action in 
the case. 

g. At any time should the basis for an informal hearing 
appear, the procedure may become informal in 




Graduate transcript requests should be made in writing 
to the University Registrar's Office. There is a $4 fee for 
each copy (faxed transcripts are $6). Students should 
include the program and dates that they attended in 
their requests. In accordance with the general practices 
of colleges and universities, official transcripts with the 
University seal are sent directly by the University. 
Requests should be made one week in advance of the 
date needed. Requests are not processed during exam- 
ination and registration periods. 


Admission Policies 

Students who hold a bachelor's degree in any field from 
a regionally accredited college or university (or the inter- 
national equivalent), and who have demonstrated their 
ability or potential to do high-quality academic work, are 
encouraged to apply. 

Student Records 

Under the Family Educational Rights and Privacy Act 
passed by Congress in 1974, legitimate access to 
student records has been defined. A student at Fairfield 
University, who has not waived that right, may see any 
records that directly pertain to the student. Excluded 
by statute from inspection is the parents' confidential 
statement given to the financial aid office and medical 
records supplied by a physician. 

A listing of records maintained, their location, and the 
means of reviewing them is available in the dean's 
office. Information contained in student files is available 
to others using the guidelines below: 

1 . Confirmation of directory information is available to 
recognized organizations and agencies. Such infor- 
mation includes name, date of birth, dates of atten- 
dance, address. 

2. Copies of transcripts will be provided to anyone 
upon written request of the student. Cost of provid- 
ing such information must be assumed by the stu- 

3. All other information, excluding medical records, is 
available to staff members of the University on a 
need-to-know basis; prior to the release of addition- 
al information, a staff member must prove his or her 
need to know information to the office responsible 
for maintaining the records. 

Admission Procedures 

M.A. in American Studies 

Students must submit the following materials to the 
Office of Graduate and Continuing Studies Admission 
for consideration: 

1. Completed Application for Graduate Admission form 

2. $55 fee, made payable to Fairfield University 

3. Official transcripts verifying completion of an under- 
graduate degree 

4. Two letters of recommendation 

5. Proof of immunization against measles and rubella 
(for students born after Dec. 31, 1956) in compli- 
ance with Connecticut regulations. 

Application deadlines are: July 1 for fall entry, Dec. 1 for 
spring entry, and May 1 for summer entry. 

M.S. in Mathematics 

Students must submit the following materials to the 
Office of Graduate and Continuing Studies Admission 
for consideration: 

1. Completed Application for Graduate Admission form 

2. $55 fee, made payable to Fairfield University 

3. Official transcripts verifying completion of an under- 
graduate degree 

4. Two letters of recommendation 

5. Proof of immunization against measles and rubella 
(for students born after Dec. 31, 1956) in compli- 
ance with Connecticut regulations. 

Application deadlines are: July 1 for fall entry, Dec. 1 for 
spring entry, and May 1 for summer entry. 



International Students 

International students must provide a certificate of 
finances (evidence of adequate financial resources in 
U.S. dollars) and should apply well in advance of the 
beginning of the term in which they intend to begin grad- 
uate studies. The applicant must submit certified 
English translations and a course-by-course evaluation 
of all academic records. All international students 
whose native language is not English must demonstrate 
proficiency in the English language. A minimum TOEFL 
composite score of 550 for the paper test or 21 3 for the 
computer-based test is required for admission to the 
graduate program. Information about TOEFL may be 
obtained from any U.S. embassy or information office or 
from Educational Testing Service. TOEFL may be 
waived for those international students who have 
earned an undergraduate or graduate degree from a 
regionally accredited U.S. college or university. 

Students with Disabilities 

Fairfield University is committed to providing qualified 
students with disabilities with an equal opportunity to 
access the benefits, rights, and privileges of its servic- 
es, programs, and activities in an accessible setting. 
Furthermore, in compliance with Section 504 of the 
Rehabilitation Act, the Americans with Disabilities Act, 
and Connecticut laws, the University provides reason- 
able accommodations to qualified students to reduce 
the impact of disabilities on academic functioning or 
upon other major life activities. It is important to note 
that the University will not alter the essential elements 
of its courses or programs. 

If a student with a disability would like to be considered 
for accommodations, he or she must make this request 
in writing and send the supporting documentation to the 
assistant director of student support services. This 
should be done prior to the start of the academic 
semester and is strictly voluntary. However, if a student 
with a disability chooses not to self-identify and provide 
the necessary documentation, accommodations need 
not be provided. All information concerning disabilities is 
confidential and will only be shared with a student's per- 
mission. Fairfield University uses the guidelines sug- 
gested by CT AHEAD to determine disabilities and rea- 
sonable accommodations. 

Send letters requesting accommodations to: David 
Ryan-Soderlund, assistant director of student support 
services, Fairfield University, 1073 North Benson Road, 
Fairfield, CT 06824-5195. 

Parking on Campus 

All vehicles must be registered with the Department 
of Public Safety and display a current vehicle regis- 
tration sticker. For graduate students, the fee for this 
is included as part of tuition. However, graduate stu- 
dents must register their vehicle. To do so, students 
complete and submit the online registration form 
available on StagWeb (below). Students should then 
bring a copy of the submitted application to Public 
Safety (Loyola Hall, Room 2) with proof of enrollment 
and their state vehicle registration. A pamphlet detail- 
ing traffic and parking regulations will be provided 
with your registration sticker. Unauthorized vehicles 
parked in fire lanes, handicapped, or service vehicle 
spaces are subject to both fines and towing. 
Handicapped persons must display an official state 
handicapped permit. 

Other Requirements 

The StagCard 

All students are required to obtain a StagCard, the 
University's official identification card. With the 
StagCard, graduate students can gain access to the 
University's computer labs, the library, StagPrint, and 
much more. Graduate students can also purchase a 
membership to the Quick Recreational Complex, which 
requires a valid StagCard for entry. 

To obtain a StagCard you will need a valid, government- 
issued photo identification card. Also, proof of course 
registration will quicken the processing of your card, but 
is not required. Please note: returning students can use 
their existing card. 

The StagCard Office is located in Gonzaga Hall, room 
10. Office hours are: Monday, Wednesday, Thursday, 
and Friday from 8:30 a.m. to 4:30 p.m.; Tuesday from 11 
a.m. to 7 p.m. NOTE: Summer hours may vary 
from those listed in this catalog. For more information, 
you may check the website:, 
e-mail the office at or call 
(203) 254-4009. 

StagWeb ( 

All graduate students are issued individual accounts 
for StagWeb, a secure website where you can check 
e-mail, register for parking, review your academic and 
financial records including course schedules and unoffi- 
cial transcripts, and stay tuned to campus-wide 

Your new StagWeb account will be available within 24 
hours of registering for classes for the first time. To log 
in you will need your Fairfield ID number (an eight-digit 
number which can be found on your course schedule) 
and your date of birth (in MMDDYY format). For more 
information or for assistance with StagWeb, please 
contact the StagWeb helpdesk at (203) 254-HELP or by 
e-mail at 


College of Arts and Sciences Overview 

The College of Arts and Sciences 

The College of Arts and Sciences, Fairfield's largest and 
oldest school, offers undergraduate and graduate 
degrees in a wide array of fields. The College hosts 
some 15 departments and 19 programs, led by more 
than 140 full-time faculty members. Each year, more 
than 2,000 students engage in thought-provoking cours- 
es with topics ranging from America's military history to 
the religions of Japan and from thermodynamics to film- 

The College is also home to the University's core cur- 
riculum - a general education curriculum requirement 
designed to develop the whole person and provide a 
sound general education upon which undergraduates 
can build their major programs of study. The College 
offers 19 majors that lead to a bachelor of arts or a 
bachelor of science degree and 16 complementary 

Two graduate degrees - the master of arts in American 
studies, established in 1997, and the master of science 
in mathematics, established in 2000 - expand the under- 
graduate offerings available through the College. 
Students who elect to earn an M.A. in American studies 
examine the complexities of the American experience 
through an interdisciplinary approach that builds on the 
expertise of nine distinct departments. Those who seek 
an M.S. in mathematics become part of a community of 
scholars whose undertakings lead to theoretical and 
practical applications. The College's graduate programs 
each feature small, seminar-style courses, taught by 
full-time Fairfield faculty members. 





A Message from the American Studies Director 

A Message From the Director 

The graduate program in American Studies at Fairfield University is 
an interdisciplinary course of study drawing upon the expertise of 
full-time faculty members. They represent nine departments and 
programs including Black Studies, English, History, Philosophy, 
Politics, Sociology, Religious Studies, Women's Studies, and Visual 
and Performing Arts. The American Studies program focuses on the 
cultural and intellectual life of the United States and is dedicated to 
providing a comprehensive and critical understanding of the 
American experience. 

Students design a curriculum to meet their specific needs in consul- 
tation with an academic advisor. They may focus on a traditional discipline or explore a particular topic. 
America is a culture of cultures, and our offerings are inclusive and respectful of the enormous diversity in 
the American people and their experience. 

To undertake the formidable task of developing a better understanding and appreciation of the complexi- 
ties in the American experience, we employ the considerable resources of our University community while 
also encouraging students to avail themselves of the resources in the surrounding New York metropolitan 

In response to the personal and professional time constraints of our student population, classes normally 
take place in the late afternoon, evening, and occasionally on weekends. To facilitate a supportive men- 
tor-learning environment, all courses are offered in a seminar format. The graduate students in our pro- 
gram include professionals seeking intellectual and cultural enrichment, educators enhancing their profes- 
sional development, full-time parents preparing to re-enter the marketplace, and others planning to pursue 
further professional studies or academic degrees. 

As director of the graduate program in American Studies, I invite you to join us in our quest for a better 
understanding of our nation's cultural, intellectual, economic, religious, artistic, social, literary, and political 

Dr. Leo F. O'Connor 
Director of American Studies 

Master of Arts in American Studies; Course Descriptions 



The master of arts degree in American studies requires 
33 credits. These include three required courses total- 
ing nine credits, seven electives totaling 21 credits, and 
a required independent capstone project of three cred- 
its. Students choose from a range of courses that have 
been designed specifically for the M.A. program and 
may also take up to three advanced-level undergradu- 
ate courses, in which they are expected to produce a 
graduate-level paper as an added course requirement. 

Required Courses 

Three core courses provide a general introduction to the 
method and matter in the field of American studies: 

• AS 401 Introduction to American Studies: The 
Interdisciplinary Method 

• AS 402 American Historiography: A Survey of 
Seminal American Historical Texts 

• AS 403 Issues in Contemporary American Studies 

Elective Courses 

In consultation with their faculty advisors, students 
select seven courses to create an individualized 
program of study, choosing from among more than 50 
electives offered during a three-year cycle. 

Independent Capstone Project 

The program culminates in an independent research 
project of some scope and originality, completed under 
the close supervision of a faculty member. At the outset, 
the student chooses a topic and provides a prospectus 
and bibliography. The project typically results in a 
research paper, but other proposals are welcome. 

Projects must be completed within one year of their 

Course Descriptions 

AS 401 Introduction to American Studies 

Using a seminar format, this course introduces students 
to the interdisciplinary methodology of American 
Studies. While studying seminal works in the field, stu- 
dents also explore the intellectual, social, and cultural 
dynamics that have shaped the American experience. 
Three credits. 

AS 402 American Historiography 

This seminar explores major themes in American histo- 
ry by studying historiography, or the way historians have 
approached these topics. The discipline of history is key 
for all American studies research, writing, and teaching. 
Since there is much to cover, the course uses the 
summaries of research and writing trends contained in 
the anthology commissioned by the American Historical 
Association, The New American History (Revised and 
Expanded Edition, 1997), ed. by Eric Foner, which 
contains chronological and topical essays. Additional 
readings include a classic monograph; recent mono- 
graphs considered cutting-edge in their subfields that 
we examine for what they reveal about the new histori- 
cal trends; and essays by leading cultural historians that 
are essential to a rounded view of American studies 
practice. Three credits. 


American Studies Course Descriptions 

AS 403 Issues in Contemporary American 

This team-taught course features guest lecturers who 
lead discussions on pertinent topics that are central to 
contemporary American studies scholars. Topics 
include the visual arts in America; retrieving the lost 
voice of Native Americans; women and work; the 
American musical debate; pop culture and American 
politics; queer studies; the quest for community; the 
race factor in contemporary America; and whether or 
not technology drives history. Three credits. 

AS 415 Civil Liberties 

This course examines the freedoms afforded by the 
Constitution and the Bill of Rights and the role of the 
federal courts, especially the Supreme Court, in protect- 
ing individual rights. It focuses on such areas of law as 
freedom of speech and press, freedom of religion, and 
the right to privacy. Particular attention is paid to the 
equal protection and due process clauses of the 
Fourteenth Amendment and the relationship to such 
issues as school desegregation, voting rights, affirma- 
tive action, and criminal procedure. Three credits. 

AS 416 Civil Liberties II: Criminal Justice 

This course examines the investigatory and adjudicato- 
ry processes of the American criminal justice system. 
The course begins with a brief introduction to criminal 
law, its sources and development. It then moves to an 
analysis of the evolutionary development of due 
process focusing on the right to counsel, search and 
seizure, the role of the police in interrogations, confes- 
sions, and investigations. The focus then shifts to an 
examination of the criminal trial and the respective 
roles of prosecutor, defense attorney, judge and jury. 
Attention is also given to the issues of bail and plea- 
bargaining. The course concludes with an analysis of 
the goals of punishment, the Eighth Amendment, and 
the function of the correctional system. 

AS 420 Feminist Theory and Gender Studies 

In the past 30 years, the development of feminist theo- 
ry and women's studies has affected all literary fields. 
Not only has women's writing risen from obscurity and 
been re-evaluated, but feminist theory has reconsidered 
the social and intellectual forces that valued particular 
writing styles over others and created a hierarchy that 
attached greater value to men's writing. In recent years, 
feminist theory also laid the groundwork for gender 
studies (that focus on the construction of gender), and 
sexuality studies, sometimes referred to as "queer 
theory." To help students of contemporary American 
studies understand the main concepts of these impor- 
tant fields, the course provides a survey of the most 
important writing and theories from the past 30 years 
and offers opportunities to apply theories to selected 
American literary works. No prior theory courses are 
required. Three credits. 

AS 421 Working Women in the US: 1865-Present 

A course designed for all students seriously interested 
in developing an understanding of United States litera- 
ture and history and the role of women in its cultural, 
social, and economic development. By reading U.S. 
women's literature and history, students see a narrative 
sequence of the continued and altering contributions of 
working women, from 19th- century writers, intellectu- 
als, and political leaders to 20th-century labor leaders, 
scientists and writers and artists. Students come to 
appreciate the complexity of the country's growth during 
this period of history, including the contribution of its 
immigrant women from around the world. By reading 
and discussing, then researching and writing about 
primary literature and historical texts, and by applying 
various theoretical perspectives offered by course 
assignments, students gain a broader, informed, and 
more critical view of U.S. culture. Three credits 

AS 444 American Master Artists and their Times 

This class focuses on a selection of American Masters 
who came to define the American experience as visual 
innovators reflecting and transforming their times. 
Among the artists explored are: Thomas Cole, Winslow 
Homer, John Sloan, Frank Lloyd Wright, Georgia 
O'Keefe, Edward Hopper, Jacob Lawrence, Lee 
Krasner, Jackson Pollock, Andy Warhol, and Judy 
Chicago. Each artistic biography is presented as a fil- 
tered lens through which America's social, political, liter- 
ary and economic themes are manifested in painterly 
expressions. Within this cultural framework, we exam- 
ine the creative spirit of each age in the American expe- 
rience. The course combines classroom illustrated slide 
lectures, discussions, and field trips to study on-site 
major collections of American art at museums including: 
The Yale University Art Gallery, Wadsworth Atheneum, 
New Britain Museum of American Art, Metropolitan 
Museum of Art, and Whitney Museum of American Art. 
Three credits. 

AS 450 The Supreme Court in the 1960s 

This course analyzes the dynamics of the Earl Warren 
Supreme Court and its impact on American society 
through decisions on such issues as reapportionment, 
right to privacy, school prayer, libel, and civil rights. The 
course examines major criminal rights decisions of the 
Court such as search and seizure, self-incrimination, 
and the right to counsel, and considers the impact of 
these decisions on subsequent cases and current 
issues related to the cases. Three credits. 

AS 461 The American Civil War 

This course employs the interdisciplinary method of 
learning in examining the American Civil War. While 
using standard historical texts to establish the facts 
regarding the War, the course focuses on the 
sometimes confusing and contradictory versions of the 
War depicted in literature, photography, feature films, 
documentary films, and other modes of expression. 
Three credits. 

American Studies Course Descriptions 


AS 483 America in the 1930s 

The Great Depression represents the catalytic agent 
in America's extraordinary transformation in the 1930s, 
a decade during which the changes in the economic 
and political sectors provided the matter for American 
cultural life. This course acquaints students with the 
complexities of this pivotal period in American life 
through feature films and documentaries, popular and 
serious fiction, the American theatre of the time, 
popular music, public and private art, and mass circula- 
tion and little magazines, while introducing them to an 
interdisciplinary methodology. Three credits. 

AS 488 The Frontier in American Culture 

For the last five centuries, the frontier - understood as 
the place where "humanity" comes into contact with its 
apparent absence in the shape of alien beings and 
landscapes - has been the subject of some of the most 
lasting powerful American stories. In this course, we 
concentrate on some of the major representations of the 
frontier produced between the late 1 8th century to the 
present in order to learn how to recognize and talk 
about the position that the frontier and American "west- 
ern" has occupied in our culture. Authors include Boon, 
Child, Stephens, Cooper, Black Hawk. Filmmakers 
include Ford, Peckinpagh, Eastwood, Costner. Three 

AS 493 The Italian-American Experience 

Students analyze the concept of nationality and nation- 
al identity in literature, film, and critical essays by and 
about Italian-Americans and discuss the concept of 
race and racial origins together with the phenomenon of 
emigration. The course addresses role and representa- 
tion differences for men and women in this subgroup of 
American society, with particular consideration given to 
the ethnic roots of these differences. It also examines 
the ways in which poetry, prose, and film reveal Italian 
ethnicity in 19th- and 20th-century America, with special 
emphasis on the sense of otherness that this immigrant 
group experienced. Three credits. 

ASAH 441 Fine Art vs. Anti-Art: 1917-1967 

Dr. Wayne Craven writes in American Art: History and 
Culture, "As the new century opened America was a 
nation in transition, and ripe for many kinds of revolu- 
tions - in politics, social systems, and certainly in litera- 
ture and painting. [These] social shifting values and 
forces were occurring within American society at large. 
Focusing on the 50 years from WWI to Vietnam, this 
class examines the artistic debates and ideological 
struggles manifested by American art. During this time, 
there is a shifting barometric needle of stylistic expres- 
sion. On one side, we see an entrenched, traditionalist 
school that retains the noble beaux arts criteria for real- 
ism and classical content. Artists to be studied in this 
school are: Henri, Sloan, Hopper, Marsh, Cadmus, 
Benton, Curry, Wood, Sheeler, Demuth and Wyeth. On 
the other side of the aesthetic spectrum, we encounter 

rebels leading the avant-garde. Sparked by the new 
"isms" of European modernism, artists to be discussed 
include: Duchamp, Stella, Dove, O'Keeffe, Gorky, 
Pollock, Rothko, Frankenthaler, De Kooning, 
Motherwell. The culmination and convergence of these 
parallel tracks arrive with the neo-realist but equally 
avant-gardist Pop art movement of the 1960s. Warhol, 
Rosenquist, Johns, and Wessleman use hard-edge 
realism to convey anti-establishment parodies and 
camp spin-offs of high culture. The period between 
1917-1967 becomes, then, the pivotal shift when 
traditionalism is converted into a new cultural paradigm 
ending modernism as a distinct period. Three credits. 

ASEN 447 Poetry in America 

A survey of major developments in American poetry 
from the mid-1 9th century to the late years of the 20th 
century, this course emphasizes the poems of Walt 
Whitman, Emily Dickinson, Robert Frost, T. S. Eliot, and 
Langston Hughes. The course also offers an introduc- 
tion to the works of Ezra Pound, E. E. Cummings, Amy 
Lowell, Marianne Moore, and William Carlos Williams, 
as well as to Beat poetry (Ginsberg, Ferlinghetti), and to 
the confessional movement that dominated the second 
half of the 20th century (Robert Lowell, Anne Sexton, 
Sylvia Plath). The focus is on the shifting patterns of 
poetic style and on the evolution of American sensibility 
and experience as expressed in the poems under dis- 
cussion. Three credits. 

ASEN 486 Native American Literature 

This course focuses on novels, short stories, and 
poems written by American Indian writers during the 
20th century and, for purposes of background, reviews 
a number of significant works composed prior to this 
century. The course examines these texts primarily for 
their literary value, yet the course also explores the 
broad image of American Indian culture that emerges 
from these works, giving attention to the philosophical, 
historical, and sociological dimensions of the material. 
Three credits. 

ASEN 488 Award-winning American Novels 

In this course students will read a variety of award- 
winning contemporary American novels. The novels will 
be selected from among the most prestigious prizes 
given in American letters each year, including The 
National Book Award, National Book Critics Circle 
Award, The Pulitzer Prize, and the Pen/Faulkner Award. 
These awards are given annually to the best novels 
published each year. The course will investigate what 
makes each novel "American" thematically, culturally, 
and stylistically. Among the ten novels to be studied will 
be The Known World, Martin Dressier, Motherless 
Brooklyn, The Great Fire, and Confessions of Nat 
Turner. Three credits. 


American Studies Course Descriptions 

ASHI 437 American Prophetic Tradition 

This intensive reading and writing seminar examines in 
some depth individuals and social movements in U.S. 
history that acted out of religious and philosophical 
traditions. Topics covered include biographies, autobi- 
ographies, writings, and diaries of such figures as Mary 
Dyer, Roger Williams, John Dickinson, John Ross, 
Emma Willard, Lydia Marie Child, W.E.B. Dubois. 
Randolph Bourne, Walter Rauschenbusch, Dorothy 
Day, Abraham Heschel, and Robert Coles. The course 
looks at the prophetic roots of religious liberty, women's 
suffrage, abolitionism, the labor movement, populism, 
Civil Rights, and the '60s. Five three-page critical book 
reviews and one longer project are required. Three 

ASHI 441 Examining the '60s: History and Legacy 

This seminar explores the political, social, and cultural 
aspects of the 1960s in American history. Topics include 
liberalism, the Great Society, the Civil Rights move- 
ment, Vietnam, the student movement, the women's 
movement, counterculture, and the Silent Majority. The 
course requires a research paper. The paper can be 
geared toward "teaching the '60s," making this an 
appropriate seminar for teachers. Three credits. 

ASHI 442 Immigration, Ethnicity, and Race in 
U.S. History 

This intensive reading, writing, and discussion seminar 
examines the history of U.S. immigration in the 19th 
and 20th centuries. Arranged thematically within a 
chronological framework, the seminar situates the 
United States within the context of global migration 
patterns and economic development. The first part of 
the course investigates patterns of migration and com- 
munity settlement, family strategies of survival and 
adaptation, and immigrant cultures. The second part 
analyzes the reception of successive immigrant groups. 
Most importantly, the course explores how race, ethnic- 
ity, assimilation, acculturation, and Americanization 
were defined by American government and society. 
Throughout, the course conducts a critical evaluation 
of how historians and other scholars have studied 
immigration and immigrant communities and examines 
today's perceptions of the American immigrant 
experience. Varied readings include monographs, oral 
histories, reform investigations, and a novel. Three 

ASHI 448 Social Movements in America: 
The Sixties 

This seminar explores the decade of the 1960s in 
American history, focusing on the social movements 
that had a strong impact on the political, social, and 
cultural life of the United States. After surveying the 
historical context of the decade, we read case studies in 
civil rights and the women's, anti-war, and labor move- 
ments, and then interpret primary documents from the 
era. We consider the effects of race, gender, and class 
dynamics on the popular politics of this time, including 
the rise of a conservative political and cultural move- 
ment. Three credits. 

ASHI 451 Crises and Turning Points in 

U.S. Foreign Relations, 1776 to 2004 

This intensive reading and writing seminar examines, 
through important primary and secondary sources, key 
crises in the relations of the United States and the world 
from independence to the present. Such crises as the 
Revolution and French Alliance, the War of 1812, the 
Monroe Doctrine, the abrogation of Native American 
treaties, the Civil War, the Spanish-American-Cuban- 
Filipino War, World War I, the Russian revolutions, Pearl 
Harbor, Yalta, the Korean War, the Gulf of Tonkin, the 
Tet offensive, the Gulf War, Mogadishu, Bosnia, 
Kosovo, and the impact of Sept. 11 provide the cases 
around which the class examines important interpretive 
questions about the U.S. role in the world. Students 
complete short critical papers and a comparative case 
study paper. Three credits. 

ASHI 452 Peace Movements in U.S. History 

This seminar explores the genesis and development of 
movements in opposition to war from the colonial era to 
the present day. Focal points are major U.S. wars, 
including the Revolutionary War, the War of 1812, the 
Mexican War, the Spanish-American-Cuban-Filipino 
War, and the major wars of the 20th century, including 
the Vietnam War, interventions in Central America, and 
the 1991 Gulf War. Sources include oral histories, biog- 
raphies, fiction, and drama as well as critical studies 
focused on the social movements themselves. Student 
requirements include a comparative primary-source 
research paper, historical essay, or lesson plan, as well 
as short critical essays on weekly reading, and oral 
leadership in seminar. Three credits. 

ASHI 456 History of the Cold War 

This intensive reading, writing, and discussion seminar 
focuses on the origins, deepening, and decline of the 
Cold War between the United States and the Soviet 
Union from 1917 to 1991. Coverage concentrates on 
interpretive turning points and crises, and the course 
approaches the topic by understanding both sides of the 
conflict. The seminar places political and military 
decisions in their social and cultural contexts, and pays 
special attention to the impact of the Cold War on 
American society, including popular culture. Student 
requirements include a primary source research paper 
as well as short critical essays on weekly readings, and 
oral leadership in the seminar. Three credits. 

ASHI 459 Working in America: A Social History 

This seminar explores the social history of work and 
working people in the United States from the artisan 
pre-industrial era, through the Industrial Revolution and 
the maturation of industrial capitalism, to the present 
postindustrial era. The seminar examines three broad 
areas of working people's historical experience: 1) work 
itself, including managerial systems and technological 
changes; 2) the self and community definitions of work- 
ing people; and 3) the effect of labor questions on poli- 
tics and public policy. The course gives special attention 
to the issues of slavery and its aftermath, immigration, 
and the place of women in the economy. Three credits. 

American Studies Course Descriptions 


ASHI 479 Islam in America 

The course treats the history of Muslims in America 
from the early 19th century to the present. Topics 
include: the basic tenets of Islam; changing and 
diverse religious traditions and ideas; Islam among 
African-Americans; the role of women; concerns about 
prejudice and unfair treatment; and political views and 
practice before and after the Sept. 11, 2001 terrorist 
attacks. Three credits. 

ASHI 481 The Arab-American Experience 

The course covers the history of Arab-Americans from 
the late 19th century to the present. Topics include 
the sociology and politics of emigration from the Arab 
world; New York City as the mother colony; religious 
communities and fault lines; work and livelihood, and 
the relationship between ethnicity, religion and class; 
women and the family; Arab-American literature and 
music, and their contribution to Arab culture as a whole; 
the role of the Arab-Israeli conflict and other Middle 
Eastern political issues in Arab-American life; the image 
of the Arab and Arab-American in American culture; and 
Sept. 1 1 and its aftermath. An analysis of the nature and 
evolution of Arab-American identity against the back- 
drop of developments in the Arab world and the United 
States is one of the primary foci of the course. Two day- 
trips to "Arab New York" are included. Three credits. 

ASIT 481 Visions of Italy and America in Film 

Adaptations and critiques of genres and themes 
indicate cinematic health. Italian cinema, which has 
given rise to movements such as neorealism, comme- 
dia all'italiana, and the spaghetti western, has provided 
the original material for adaptations by directors from 
other countries, notably the United States. The preva- 
lence of American adaptations is a measure of the 
artistic contribution of the Italian national cinema. In this 
course we examine the phenomenon of adaptation and 
interpretation of Italian films from the postwar period 
until today. After a condensed review of more than 60 
years of Italian cinematic history, we examine several 
American interpretations of Italian film classics. 
Garnett's The Postman Always Rings Twice (1946), 
based upon James Cain's novel, revisits Visconti's 
Ossessione (1943). Neil Simon's Sweet Charity (1966) 
and later Woody Allen's Purple Rose of Cairo (1985) re- 
tell Fellini's tragic tale of Le notti di Cabiria (1957). More 
subtle parallels are found in Neil LaBute's Nurse Betty 
(2000) and Fellini's Lo sciecco bianco (1956). Brian 
DePalma's Blow Out (1981), starring John Travolta, 
maintains the premise of Antonioni's Blow-Up (1966). 
Madonna and Guy Ritchie's 2002 remake of Swept 
Away (1974), as well as Garry Marshall's adaptation 
Overboard (1987), reveal the impact of Wertmuller's 
original. These American reflections on Italian films, 
themselves dark mirrors reflecting on the themes and 
assumptions of American film hegemony, offer another 
means to appreciate the powerful insights of self-reflec- 
tion in the Italian postwar period. Three credits. 

ASMU401 The History of Jazz 

This course traces the development of American jazz 
from its origins in black musical traditions. Topics 
include the roots of jazz in ragtime, blues, work songs, 
and march music. Also addresses the development of 
different jazz styles, such as Dixieland in the '20s, swing 
in the '30s, bop in the '40s, and present-day evolutions. 
The course emphasizes connecting the historical period 
with the music of jazz - America's original art music. 
Three credits. 

ASMU 402 The History of Rock 

This course surveys the musical and social trends that 
resulted in the emergence of rock and roll as an impor- 
tant musical and cultural force in America. The course 
traces the roots of rock, blues, and country styles and, 
showing how they merged with popular music, studies 
periods from the 1950s to the present, along with Elvis 
Presley, Chuck Berry, Little Richard, the Beatles, the 
British invasion, folk music, Bob Dylan, jazz and art 
rock, Jimi Hendrix, the west coast movement, and the 
music industry. The social, political, and cultural aspects 
of rock as they have affected American life provide an 
American studies emphasis. Three credits. 

ASMU 414 Gershwin, Ellington, Copland 

This course examines three composers — George 
Gershwin, Duke Ellington, and Aaron Copland — who 
helped define the sound and meaning of American 
music. Beginning in the 1920s, each musician made 
major contributions to three great American musical 
traditions — popular music (Gershwin and Ellington), 
jazz (Ellington), and classical (Gershwin and Copland). 
This course explores their specific contributions to 
American culture as well as the cultural forces in 
American society that shaped these contributions. No 
musical background is required. Three credits. 

ASPH 483 Ethical Theories in America 

This course examines the growth and development 
of ethical theories in America. From the earliest 
philosophical speculation in colonial times until today, 
American philosophy distinguishes itself by a continuing 
attention to the importance and significance of religious, 
political, and social values. This course explores writ- 
ings representing five American philosophical traditions: 
Puritan colonial, transcendentalism, idealism, pragma- 
tism, and contemporary philosophy. Three credits. 

ASPH 484 American Pragmatism 

This course examines the origins and principal practi- 
tioners of American pragmatism as a distinctly American 
philosophical movement: C.S. Pierce, William James, 
and John Dewey. It concludes with a critical examina- 
tion of Richard Rorty's revival of American pragmatism 
as anti-foundational. Three credits. 


American Studies Course Descriptions 

ASPH 494 Transcendentalism as Philosophy 

This course examines transcendentalism as a revolu- 
tionary and first "American" philosophy. The course 
begins with a reading of The American Scholar and The 
Transcendentalist. Students read philosophical works 
by Bronson Alcott, Henry David Thoreau, Margaret 
Fuller, and Orestes Brownson, and contrast their 
differing metaphysical and epistemological positions. 
The course ends with an inquiry into contemporary 
critiques of transcendentalism by American philoso- 
phers. Three credits. 

ASPH 495 Philosophy in 19th-century America 

This course examines the philosophers and the 
philosophies that challenged one another in America 
during the 19th century: materialism, transcendental- 
ism, utilitarianism, American idealism, positivism, and 
feminism. The philosophers we read in class together 
are out-of-print, out-of-vogue, and considered "lost," at 
least as far as present evaluations are accepted. 
Students complete a project in which a "lesser light" 
philosopher challenges one of the 19th-century histori- 
cal winners such as Frances Wright, R.W. Emerson, 
Margaret Fuller, Henry David Thoreau, William James, 
Charles Sanders Pierce, Josiah Royce, and Mary 
Whiten Calkins. Three credits. 

ASPO 433 United States Foreign Policy 

This course reviews the United States' involvement in 
world affairs from the 1930s to the present, with special 
attention to the rigors and logic of the Cold War. The 
course includes discussions of constitutional and other 
factors in the making of foreign policy, and students 
debate major contemporary policies and commitments. 
Three credits. 

ASPO 461 The American Presidency 

This course examines the role of the President in the 
political system and considers the origins, qualifica- 
tions, and limitations of the office from which the 
President functions as chief executive, legislative 
leader, and link with the courts. The course evaluates 
presidential achievement of domestic and foreign policy 
goals by examining presidential powers and the 
President's roles as party leader and politician. It also 
reviews questions of reform. Three credits. 

ASPO 465 Political Parties, Interest Groups, and 
Public Opinion 

This course examines various linkage models that 
describe representation of citizens by leaders and 
explores political parties, interest groups, and public 
opinion in terms of their contributions to popular control 
of America politics. Questions the course considers 
include: What mechanisms do citizens have to gain 
compliance for their policy preferences? and How 
responsive are decision makers in the American system 
to citizen demands? Three credits. 

ASPO 467 Politics in Film 

This course examines how some major political values 
are expressed in mainstream American films from the 
1920s to the present, exploring values such as individ- 
ualism, community, democracy, civic responsibility, the 
state, and legitimacy. In addition, the course discusses 
several major topics related to politics, including race 
relations, war, and feminism. Three credits. 

ASPO 468 Politics of Mass Popular Culture 

This course surveys the political aspects of American 
popular culture by examining the relationship between 
sports and politics, the politics of rock music, and 
political humor and political satire of American politics. 
Mass popular culture often serves as a regime- 
maintaining diversion. Questions explored during the 
course include: What values and political positions do 
organized sports in the United States convey? What is 
the political impact of American popular music? and 
How have citizens used political humor and satire of 
American politics to develop an outlook toward govern- 
ment? Three credits. 

ASPO 470 Race and the Supreme Court 

From the 3/5ths compromise in the Constitution until 
today, the issue of race in America has been fought 
through the prism of Court decisions. In this course we 
will examine race in America by examining the Supreme 
Court decisions that have defined the issue. The course 
will examine not only the decisions but the political and 
social contexts in which these decisions took place. 
The contradictions and anomalies of many of these 
decisions go a long way in explaining the reality of race 
in America. From the Court saying in Dred Scott that 
Negroes had no rights and were not be citizens in the 
eyes of the Constitution to Brown vs. Board of 
Education saying racial discrimination is inherently 
unconstitutional the drama of America's most important 
social issue has been played out in our Courts. We will 
examine that drama. Three credits. 

ASRS 442 Jews and Judaism in America 

What has it meant in the past and what does it mean 
today to be a Jew in America? Viewing Judaism and 
Jewishness as inseparable from one another, Jews 
remain a distinct, though by no means homogeneous, 
religious and ethnic group in American society. This 
course explores the religious, cultural, social, econom- 
ic, and political diversity that exists among American 
Jews, as well as distinctive beliefs, concerns, and 
experiences that continue to unite them. The course 
pays special attention to issues related to immigration, 
acculturation, gender, and African-American/Jewish 
relations. Three credits. 

ASSO 412 Contemporary American Society 

This course analyzes the dominant ideology and values 
that have shaped American culture - namely, the 
Protestant ethic - and how and why these values are 
changing. The course also analyzes major institutional 

American Studies Course Descriptions 


trends that have transformed and continue to transform 
America and the modern world - bureaucratization, 
industrialization, urbanization, the rise of the business 
corporation, science, and technology - and the effects of 
these institutions in producing new personality types, 
mass society, and rapid social change. The course pro- 
vides a macro-sociological framework. Three credits. 

ASSO 461 American Class Structure 

This course examines the roots and structure of class in 
the United States, as well as the consequences of this 
hierarchical arrangement on everyday life. It focuses 
primarily on social class; however, the dynamics and 
consequences of social class cannot be fully under- 
stood without addressing the complex interconnections 
between class, race, and gender. Three credits. 

ASSO 463 Urban/Suburban Sociology 

This course explores the nature of the city and growth 
of metropolitan regions in the contemporary world; the 
ecological approach and the use of demographic data 
in the analysis of modern urban communities; social 
organization of metropolitan regions and the emer- 
gence of urban-suburban conflict; big-city politics, com- 
munity-control, and regional government as dimensions 
of organization and disorganization in city life; and city 
planning and urban development at local and national 
levels as efforts to solve the urban crisis. Three credits. 

ASSO 464 Contemporary Urban Society 

This course explores the development of the American 
city and the role the city has played in the American 
experience, emphasizing the image of the city in 
literature and art. It also examines post-World War II 
development and the consequences of the rise of the 
suburbs. Three credits. 

ASSO 468 The Body and American Culture 

The human body presents a unique site in which to 
explore the culture and politics of the time. This seminar 
investigates the ways in which the human body has 
been viewed, displayed, discussed, adorned, and mod- 
ified in American culture during the second half of the 
20th century. Topics include such bodily concerns as 
eating and food production, fashion and clothing, cos- 
metic surgery and body modification, the diet industry, 
reproductive technologies, and the rituals surrounding 
birth and death. Through these discussions, the course 
also examines the prevailing constructions of race, gen- 
der, and sexualities in the United States and their place 
in science, nature, and culture. Three credits. 

ASTA 420 American Drama and Society 

This course explores the social, political, and economic 
forces that have shaped the United States via the 
themes and perspectives expressed in its drama. The 
course covers the late 1 8th century through the present, 
paying particular attention to dramas and more populist 
forms of entertainment that specifically address the 
notion and development of a distinctly American voice 
and ideology. Students begin with Royall Tyler's 1787 
comedy, The Contrast, which offers the first wholly 

American character - Jonathan the "true-blue" Yankee 
- and end with Tony Kushner's monumental two-part 
drama, Angels in America (1991), which juxtaposes 
American Judaism and Mormonism within the context of 
politics, homo- and heterosexual relationships, and the 
AIDS epidemic. In between, students consider the 
work of seminal American dramatists (O'Neill, Miller, 
Williams, and others) as well as trends in popular the- 
atre forms (minstrelsy, wild west shows, vaudeville, bur- 
lesque, musical comedy) in creating the totality of the 
American cultural experience. Three credits. 

ASTA 452 The Arts in America: 1950 to the 

During the second half of the 20th century, American 
visual and performing arts developed a unique voice 
and vision that no longer simply imitated European 
models. This course examines that development in the- 
atre, dance, music, fiction, poetry, and the visual arts, 
noting particularly the cross-fertilization that sparked 
cross-disciplinary movements such as the beats, Black 
Mountain College, happenings, and performance 
art - all within the larger social, political, and economic 
context of the times. The course also considers more 
traditional forms, including American musical comedy 
(our great contribution to world theatre) and popular 
culture trends such as prime-time television, top-40 
radio, and theme parks, discussing the notion of "high" 
and "low" art. Ultimately, the course considers how art is 
a reflection and interrogation of the prevalent culture, 
and what it tells us about the intellectual, political, and 
economic forces that shape American society. Three 

ASTA 453 American Popular Entertainments and 
Social History 

"Popular entertainments have great power. They tell us 
what is on the minds of ordinary people at any given 
moment-their concerns, biases and anxieties-and in 
turn refine them and restate them in a palatable, easily 
understood way," wrote Professor Emeritus Brooks 
McNamara of New York University of this new field of 
scholarly inquiry that plumbs America's popular 
entertainments as a means of understanding its social 
history. This course will examine critical live entertain- 
ment forms that flourished in the years between the 
conclusion of the Civil War and the end of the 1920s 
largely due to increased leisure time, improved 
transportation, and rapidly developing cities. Popular 
entertainment-amusements aimed at a broad, relatively 
unsophisticated audience-were frequently American 
reinventions of European imports, such as the circus, 
while others, like the Minstrel Show, were uniquely 
American creations. We will begin the course with an 
intensive look at the Minstrel Show as a key to the solid- 
ification and perpetuation of American racist stereo- 
types and then consider Circus, the Wild West Show, 
Vaudeville, Burlesque, Medicine Show, Chautauqua, 
and popular dramas such as Toby, Tab, and Tom shows, 
as manifestations of American society of the late 1 9th 
and early 20th centuries. Three credits. 


American Studies Course Descriptions 

Other course options 

Up to three of the following 300-level courses may be 
applied toward the M.A. degree in American studies, 
with an added course requirement to produce a gradu- 
ate-level paper. Descriptions of these courses can be 
found in the undergraduate course catalog. 


EN 335 Gender and Sexuality in Film and Literature 

EN 339 African-American Literature and Culture: 

1900 to 1940 

EN 341 Early African-American Literature 

EN 342 Voices and Visions: Five American Poets 

EN 344 African-American Fiction: 

1 940 to the Present 

EN 348 Contemporary Women Writers of Color 

EN 371 African-American Women's Writing 

EN 380 Colonial American Literature 

EN 381 American Romanticism 

EN 382 American Literature: 1865 to1920 

EN 383 American Literature: 1920 to 1950 

EN 384 American Literature: 1950 to the Present 

EN 386 Native American Literature 

EN 387 The American Novel 

EN 389 Literature and Religion: The American 


EN 391 Myth in American Literature 


HI 331 Era of the American Revolution, 

1763 to 1800 
HI 342 Immigration, Ethnicity, and Race in 

U.S. History 
HI 348 Social Movements in 20th-century 

U.S. History 
HI 356 History of the Cold War 
HI 362 The Frontier: Man, Nature, and the 

American Land 
HI 397 Special Topics: Social Movements in the 

19th-century United States 
HI 397 Special Topics: Civil War and 

HI 397 Special Topics: U.S. Society, Politics, and 

Industry in America, 1877 to 1900 
HI 397 Special Topics: Black Religious History 
HI 397 Special Topics: American Agricultural 

History: 1800 to 1950 


P0 346 

Seminar on Vietnam 





A Message from the Mathematics Director 

A Message From the Director 

Because of its beauty, precision, and usefulness, mathematics has 
always attracted not only the most profound and theoretical minds, but 
also pragmatic thinkers who are eager to apply its insights to the 
problems of the world around us. If you are reading this now, I suspect 
you fit one of these descriptions. 

Fairfield University's master's degree program in mathematics is 
designed for students who have a strong undergraduate background in 
mathematics or a related field. Graduate students in our program fall 
into three general categories: middle- and secondary-school teachers; 
business professionals whose work is quantitative in nature; and those 
seeking to teach in community colleges or desiring solid preparation for 
entrance into a doctoral program. 

Full-time Fairfield University faculty members teach in the master's program, bringing a wealth of expert- 
ise to the classroom. The breadth of their specialties enriches the program and the options available to 
students. This benefit translates into an ability to allow our students to design individualized programs of 
study, in consultation with a faculty advisor, related to their personal goals. 

The curriculum features a common core of 12 credits, supplemented by a series of electives that make 
specialization possible. Because our program caters to working adults, classes generally meet one 
evening a week during the fall and spring semesters and are available in the summer as well. 

As director of the graduate program in mathematics, I invite you to peruse the course descriptions and 
faculty credentials that follow and join us in a more focused study within the field I so enjoy. 

Dr. Benjamin Fine 
Program Director 

Master of Science in Mathematics 



The master of science in mathematics program wel- 
comes students of ability with a strong undergraduate 
background in mathematics or a related field such 
as computer science, engineering, physics, finance, 
economics, or certain social sciences. 

The M.S. in mathematics requires completion of 30 
credits. These include four required courses totaling 
12 credits; five electives totaling 15 credits; and a cap- 
stone experience of three credits. In consultation with a 
faculty advisor, each student designs an individualized 
program of study meeting his or her needs. 

Required Courses 

MA 431-432 

Algebra and Linear Algebra 

(a six-credit, two-course sequence) 

MA 471-472 

Real and Complex Analysis 

(a six-credit, two-course sequence) 

Elective Courses 

The examples that follow illustrate three possible ways 
students can specialize within the M.S. program. In 
each case, students complete the required courses 
noted above in addition to electives such as those 
listed below. 

For Teachers and Prospective Teachers 

• Geometry: Euclidean and Non-Euclidean 

• Topology: Analytic and Algebraic 

• Foundations and Set Theory 

• Statistics (Teacher Specialization) 

• Use of Technology in the Classroom 

• Number Theory 

• Applied Statistical Methods 

• Operations Research 

• Systems Analysis and Computing 

• Applied Mathematics and Differential Equations 

• Classical Financial Mathematics 

For Those Interested in Pure Mathematics 

• Geometry 

• Topology 

• Advanced Abstract Algebra 

• Numerical Analysis 

• Foundations and Set Theory 

• Number Theory 

Certificate in 
Financial Mathematics 

The University also offers a four-course Certificate in 
Financial Mathematics for those who wish to improve 
their knowledge of financial markets or to understand 
the mathematics behind the computer models in the 
field of finance. The program is designed for mathemat- 
ically trained professionals and those with a background 
in finance. Participants acquire additional quantitative 
and qualitative skills important to advancing careers in 
investment banking, hedge funds, and financial mar- 

The four courses (12 credits) may be applied at a later 
date to the requirements for a master's degree in math- 
ematics at Fairfield University. 

Required Courses 

Classical Financial Mathematics 
Applied Mathematics I 
Applied Mathematics II 
Mathematics of Financial Derivatives 

For Business-Oriented Professionals 

• Probability 

• Statistics 


Master of Science in Mathematics 

Course Descriptions 

MA 431 and MA 432 Algebra and Linear Algebra 

This required, two-course sequence provides graduate- 
level treatment of algebraic structures and linear 
algebra and includes a detailed survey of algebraic 
structures: elementary group theory and ring theory. 
Topics include standard matrix algebra and matrix 
techniques; solutions of equations and determinants; 
general vector spaces; basis and dimension; linear 
transformations; linear operators and the relationship to 
matrices; inner product spaces and orthonormalization, 
least squares approximations, Hilbert spaces; diagonal- 
ization and other canonical forms for matrices; 
eigenvalues, eigenvectors, and applications to ordinary 
differential equations; and Hermitian, unitary, and 
positive definite matrices. The course also incorporates 
a discussion of the historical development of abstract 
and linear algebra, the relationship of linear algebra to 
analysis, and a coordinated introduction to a symbolic 
algebra program such as Maple or Mathematica. Six 
credits for the two-course sequence. 

MA 451-452 Probability and Statistics 

This graduate-level treatment of the theory of 
probability and mathematical statistics includes proba- 
bility spaces and finite counting techniques, random 
variables and distribution functions, density, mass func- 
tions, and expectation. The course also examines the 
standard random variables; multivariate distributions; 
functions and sums of random variables; limit theorems 
- weak and strong law of large numbers and the central 
limit theorem; theory of estimators, maximum likelihood 
techniques; theory of estimation; hypothesis testing 
theory - decision analysis; and Bayesian methods. The 
course also discusses the historical development 
of probability and statistics, and its place in the mathe- 
matical trichotomy - algebra, analysis, and geometry/ 
topology - and is highly recommended for the quantita- 
tive analysis specialization. Three credits. 

MA 460 Statistics - Teacher Specialization 

This introductory, graduate-level treatment of statistics 
and applied statistical methods includes basic statistical 
testing such as sampling techniques; the theory of esti- 
mation and standard hypothesis testing; regression 
analysis techniques that include multivariate regression 
and model building; correlation techniques; analysis of 
variance and factorial designs; chi-squared analysis; 
and other discrete data techniques. Three credits. 

MA 471 and MA 472 Real and Complex Analysis 

This required, two-course sequence offers a graduate- 
level treatment of real and complex analysis, including 
the completeness of the real numbers; the complex 
number field and its properties; the topology of 
Euclidean n-space and its generalizations to metric 
and topological spaces; convergence and continuous 
functions; sequences of functions; general differentiabil- 
ity; the theory of integration and the Lebesgue integral; 
complex analytic functions and the differences with real 
functions; the complex integral; and Cauchy's Theorem 
and consequences. The course also incorporates an 
overview of the relationship of real and complex analy- 
sis to the undergraduate calculus sequence, a discus- 
sion of the historical development of real and complex 
analysis, and a coordinated introduction to a symbolic 
algebra program such as Maple or Mathematica. Six 
credits for the two-course sequence. 

MA 510 Foundations and Set Theory 

The foundations of modern mathematics lie in set 
theory and logic. This course provides graduate-level 
treatment of these areas, including an introduction to 
ISETL that can be used in a secondary school class- 
room. Three credits. 

MA 520 Geometry 

This course offers a graduate-level treatment of 
Euclidean and non-Euclidean geometry. Highly 
recommended for teachers, the course includes an 
introduction to SKETCHPAD that can be used in a 
secondary school classroom. Three credits. 

MA 525 Topology 

This course provides an introductory, graduate-level 
treatment of point-set and algebraic topology and 
topological methods. Three credits. 

MA 540 Advanced Abstract Algebra 

A collection of topics in advanced abstract algebra, the 
course includes field extensions and Galois theory as 
well as some advanced areas of group theory. Three 

MA 545 Number Theory 

This graduate-level survey of the problems and 
techniques of number theory includes elementary num- 
ber theory and introductions to analytic and algebraic 
number theory. Three credits. 

MA 550 Classical Financial Mathematics 

This course will cover the basic mathematics, ideas and 
theory in classical financial investments. It will include 
the basic formulas for compound interest and effective 
yields, infinite series and exponential functions, annu- 
ities and perpetuities, amortization and sinking funds, 
time value of money, and bond and stock discounts. 
Three credits. 

Master of Science in Mathematics 


MA 551 Applied Statistical Methods 

This course offers a graduate-level treatment of applied 
statistical methods used in the physical sciences, social 
sciences, and business. Students examine basic statis- 
tical testing including sampling techniques; the theory of 
estimation and standard hypothesis testing; regression 
analysis techniques including multivariate regression 
and model building; correlation techniques; analysis of 
variance and factorial designs; chi-squared analysis; 
and other discrete data techniques. Three credits. 

MA 553 Statistical Forecasting 

This course on statistical forecasting and forecasting 
techniques includes the study of smoothing methods, 
multiple regression and model building, and Box- 
Jenkins ARIMA models. Three credits. 

MA 555 Statistical Consulting 

An introduction to the techniques of statistical consult- 
ing, this case-study-driven course focuses on problem 
evaluation and study design. Three credits. 

MA 560 Operations Research 

This graduate-level treatment of operations research 
and techniques applicable to business-related problems 
includes the theory and practice of linear programming, 
decision theory, and optimization theory. Three credits. 

MA 563 Systems Analysis and Computing 

This course provides an introduction to systems analy- 
sis and the use of computing and computer modeling to 
solve real-world problems and includes an introduction 
to the general theory of programming and programming 
languages. Three credits. 

MA 565 Use of Technology in the Classroom 

Designed for teachers, this course surveys various 
computer software mathematics packages suitable 
for use in the classroom, such as Maple, Mathematica, 
SKETCHPAD, and ISETL. The course includes a 
description of the programs and discusses how they 
can be integrated into a classroom setting. Three 

MA 571 Numerical Analysis 

This course provides a graduate-level treatment of 
numerical analysis and the numerical solution of 
mathematical problems and includes an introduction to 
computer implementation of numerical algorithms. 
Three credits. 

MA 573 Applied Mathematics and Differential 

This graduate-level course addresses differential 
equations, model building, and their applications to 
science, business, and engineering. Three credits. 

MA 576/577 Applied Mathematics I and II 

Modern financial mathematics depends heavily on 
the theory of differential equations and applied 
mathematics. Topics in this two-course sequence 
include: mathematical modeling, ordinary differential 
equations and their solutions; linear differential 
equations; series methods; transform methods; Laplace 
transforms; partial differential equations; boundary 
value problems; Fourier series and Fourier analysis; 
and some concepts of probability theory. 

MA 578 Mathematics of Financial Derivatives 

This course covers the theory of financial derivatives, 
including an explanation of option pricing theory and 
investments, the idea of financial derivatives, stochastic 
differential equations, and the Black-Scholes model. 

MA 590 Capstone Project 

By arrangement with a faculty mentor, students may 
choose to work on a project or thesis independently to 
fulfill the capstone requirement. The details and format 
of the project are designed by the student and mentor. 
Three credits. 


Compliance Statements and Notifications 


Jeanne Clery Disclosure of Campus Security Policy 
and Campus Crime Statistics Act 

Fairfield University complies with the Jeanne Clery 
Disclosure of Campus Security Policy and Campus 
Crime Statistics Act. This report contains a summary 
of the Fairfield University Department of Public Safety 
policies and procedures along with crime statistics as 
required. A copy of this report may be obtained at the 
Department of Public Safety in Loyola Hall, Room 2, by 
calling the department at (203) 254-4090, or by visiting 
the Fairfield University Public Safety website. The Office 
of Public Safety is open 24 hours a day, 365 days a 
year. Fairfield is a drug-free campus and workplace. 


This catalog pertains only to the graduate programs 
offered through the College of Arts and Sciences. It is 
useful as a source of continuing reference and should 
be saved by the student. The provisions of this bulletin 
are not an irrevocable contract between Fairfield 
University and the student. The University reserves the 
right to change any provision or any requirement at any 

Non-Discrimination Statement 

Fairfield University admits students of any sex, race, 
color, marital status, sexual orientation, religion, age, 
national origin or ancestry, disability or handicap to all 
the rights, privileges, programs, and activities generally 
accorded or made available to students of the 
University. It does not discriminate on the basis of sex, 
race, color, marital status, sexual orientation, religion, 
age, national origin or ancestry, disability or handicap in 
administration of its educational policies, admissions 
policies, employment policies, scholarship and loan 
programs, athletic programs, or other University- 
administered programs. Inquiries about Fairfield's 
non-discrimination policies may be directed to the Dean 
of Students, (203) 254-4000, ext. 4211. 

Notification of Rights Under FERPA 

Fairfield University complies with the Family 
Educational Rights and Privacy Act of 1 974 (also known 
as the Buckley Amendment), which defines the rights 
and protects the privacy of students with regard to their 
educational records. A listing of records maintained, 
their location, and the means of reviewing them is 
available in the Office of the Dean of Students. 

The rights afforded to students with respect to their 
education records under FERPA are: 

1. The right to inspect and review the student's 
education records within 45 days of the day the 
University receives a request for access. Students 
should submit to the registrar, dean, head of the 

academic department, or other appropriate official, 
written requests that identify the record(s) they wish 
to inspect. The University official will make arrange- 
ments for access and notify the student of the time 
and place where the records may be inspected. If 
the records are not maintained by the University offi- 
cial to whom the request was submitted, that official 
shall advise the student of the correct official to 
whom the request should be addressed. 

2. The right to request the amendment of the student's 
education records that the student believes are 
inaccurate or misleading. Students may ask the 
University to amend a record that they believe is 
inaccurate or misleading. They should write to the 
University official responsible for the record, clearly 
identify the part of the record they want changed, 
and specify why it is inaccurate or misleading. If the 
University decides not to amend the record as 
requested by the student, the University will notify 
the student of the decision and advise the student of 
his or her right to a hearing regarding the request for 
amendment. Additional information regarding the 
hearing procedures will be provided to the student 
when notified of the right to a hearing. 

3. The right to consent to disclosures of personally 
identifiable information contained in the student's 
education records, except to the extent that 
FERPA authorizes disclosure without consent. One 
exception that permits disclosure without consent 
is disclosure to school officials with legitimate 
educational interests. A school official is a person 
employed by the University in an administrative, 
supervisory, academic or research, or support staff 
position (including law enforcement unit personnel 
and health staff); a person or company with whom 
the University has contracted (such as an attorney, 
auditor, or collection agent); a person serving on the 
Board of Trustees; or a student serving on an official 
committee, such as a disciplinary or grievance 
committee, or assisting another school official in 
performing his or her tasks. A school official has a 
legitimate educational interest if the official needs to 
review an education record in order to fulfill his or 
her professional responsibility. 

4. The right to file a complaint with the U.S. 
Department of Education concerning alleged fail- 
ures by Fairfield University to comply with the 
requirements of FERPA. The name and address of 
the Office that administers FERPA are: 

Family Policy Compliance Office 
U.S. Department of Education 
600 Independence Avenue, SW 
Washington, DC 20202-4605 

Title II Report 

The Title II Higher Education Reauthorization Act 
Report is available online at 



Tuition, Fees, and Financial Aid 


Failure to honor the terms of the promissory note will 
prevent future deferred payments and affect future 

Tuition and Fees 

The schedule of tuition and fees for part-time students 

Application for matriculation 

(not refundable) $55 

Registration per semester $25 

Tuition per credit 

(part-time) $475 

Change course fee $10 

Computer lab fee $45 

Audit fee (per course) $682.50 

Commencement fee 

(required of all degree recipients) $150 

Transcript $4 

Promissory note fee $25 

Returned check fee $30 

The University's Trustees reserve the right to change 
tuition rates and the fee schedule and to make addition- 
al changes whenever they believe it necessary. 

Full payment of tuition and fees, and authorization for 
billing a company must accompany registration. 
Payments may be made in the form of cash (in person 
only), check, money order, MasterCard, VISA, or 
American Express. All checks are payable to Fairfield 

Degrees will not be conferred and transcripts will not be 
issued until students have met all financial obligations to 
the University. 

Deferred Payment 

During the fall and spring semesters, eligible students 
may defer payment on tuition as follows: 

1 . For students taking fewer than six credits: At regis- 
tration, the student pays one-half of the total tuition 
due plus all fees and signs a promissory note for the 
remaining tuition balance. The promissory note pay- 
ment due date varies according to each semester. 

2. For students taking six credits or more: At registra- 
tion, the student pays one-fourth of the total tuition 
due plus all fees and signs a promissory note to pay 
the remaining balance in three consecutive monthly 
installments. The promissory note payment due 
dates vary according to the semester. 

Reimbursement by Employer 

Many corporations pay their employees' tuition. 
Students should check with their employers. If they are 
eligible for company reimbursement, students must 
submit, at in-person registration, a letter on company 
letterhead acknowledging approval of the course regis- 
tration and explaining the terms of payment. The terms 
of this letter, upon approval of the Bursar, will be accept- 
ed as a reason for deferring that portion of tuition cov- 
ered by the reimbursement. Even if covered by reim- 
bursement, all fees (registration, processing, lab, or 
material) are payable at the time of registration. 

Students will be required to sign a promissory note, 
which requires a $25 processing fee, acknowledging 
that any outstanding balance must be paid in full prior to 
registration for future semesters. A guarantee that pay- 
ment will be made must be secured at the time of regis- 
tration with a MasterCard, VISA, or American Express 
credit card. If the company offers less than 100-percent 
unconditional reimbursement, the student must pay the 
difference at the time of registration and sign a promis- 
sory note for the balance. Letters can only be accepted 
on a per-semester basis. Failure to pay before the next 
registration period will prevent future deferred payments 
and affect future registration. 

Refund of Tuition 

All requests for tuition refunds must be submitted to the 
appropriate dean's office immediately after withdrawal 
from class. Fees are not refundable. The request must 
be in writing and all refunds will be made based on the 
date notice is received or, if mailed, on the postmarked 
date according to the following schedule. Refunds of 
tuition charged on a MasterCard, VISA, or American 
Express must be applied as a credit to your charge card 

Percent Refunded 

Before first scheduled class 100 percent 

Before second scheduled class 90 percent 

Before third scheduled class 80 percent 

Before fourth scheduled class 60 percent 

Before fifth scheduled class 40 percent 

Before sixth scheduled class 20 percent 

After sixth scheduled class No refund 

Refunds take two to three weeks to process. 


Tuition, Fees, and Financial Aid 

Financial Aid 

Mathematics Assistantships 

A limited number of graduate and student activities 
assistantships are awarded each year to full-time 
students. To be considered for these or for partial 
scholarships available to qualified M.S. in mathematics 
students, please contact Dr. Benjamin Fine can be 
reached at (203) 254-4000, ext. 2197. Additional 

information about financing your advanced degree is 
available from the University's Financial Aid Office, 
(203)254-4000, ext. 4125. 

Federal Stafford Loans 

Under this program, graduate students may apply for up 
to $18,500 per academic year, depending on their edu- 
cational costs. Students demonstrating need (based on 
federal guidelines) may receive up to $8,500 of their 
annual Stafford Loan on a subsidized basis. Any 
amount of the first $8,500 for which the student has not 
demonstrated need (as well as the remaining $10,000 
should they borrow the maximum loan), would be bor- 
rowed on an unsubsidized basis. 

When a loan is subsidized, the federal government pays 
the interest for the borrower as long as he or she 
remains enrolled on at least a half-time basis and for a 
six-month grace period following graduation or with- 
drawal. When a loan is unsubsidized, the student is 
responsible for the interest and may pay the interest on 
a monthly basis or opt to have the interest capitalized 
and added to the principal. 

How to Apply 

To apply for a Federal Stafford loan, apply online at: 

Click on "Loan Applicant" and follow the instructions 
on how to set up your account online and apply for a 
Federal Stafford online with Sallie Mae. 

After successfully applying for your Federal Stafford 
loan online, you can electronically sign (E-sign) the loan 
online. However, if you do not want to use E-Sign, you 
can still print out the MPN, sign it, and mail it directly to 
Sallie Mae at the address they list on the MPN. 

'Stafford Loan Borrowers must have a current FAFSA 
form on file and have completed Entrance Counseling 
via before your loan 
can disburse. To apply online for the FAFSA go to: (Fairfield's school code is 001385). 

If you have any questions, please call the Financial Aid 
Office at extension (203) 254-4125. 

Approved loans will be disbursed in two installments. 
Students borrowing from Sallie Mae lenders will have 
their funds electronically disbursed to their University 

accounts. Students who borrow from other lenders will 
need to sign their loan checks in the Bursar's Office 
before the funds can be applied. 

Sallie Mae Signature Loan Program 

These loans help graduate and professional students 
pay the cost of attending the University. Repayment 
begins approximately six months after you leave school 
with interest rates ranging from Prime -0.5% to Prime 
+ 2.0% depending on credit worthiness and having/ 
not having a co-borrower. Students may borrow from 
$500 to the Cost of Attendance less financial aid. 

For information contact Signature Customer Service at 
1-800-695-3317 or 

Tax Deductions 

Treasury regulation (1.162.5) permits an income tax 
deduction for educational expenses (registration fees 
and the cost of travel, meals, and lodging) undertaken 
to: maintain or improve skills required in one's employ- 
ment or other trade or business; or meet express 
requirements of an employer or a law imposed as a 
condition to retention of employment job status or rate 
of compensation. 


Veterans may apply educational benefits to degree 
studies pursued at Fairfield University. Veterans should 
submit their file numbers at the time of registration. The 
University Registrar's office will complete and submit 
the certification form. 




American Studies Faculty 

Professors in the program are full-time members of the 
University's faculty, representing nine departments and 
programs within the College of Arts and Sciences. 

Peter Bayers 

Assistant Professor of English 
B.A., Villanova University 
M.A., New York University 
Ph.D., University of Rhode Island 

Cecelia F. Bucki 

Associate Professor of History 
B.A., University of Connecticut 
M.A., Ph.D., University of Pittsburgh 

Mary Ann Carolan 

Asbociate Professor of Modern Languages and 


Director of Italian Studies 

B.S., Dartmouth College 

M.A., M.Phil., Ph.D., Yale University 

Ralph M. Coury 

Professor of History 

B.A., Hamilton College 

M.A., Ph.D., Princeton University 

Robbin Crabtree 

Professor of Communication 

B.A., University of California, Santa Barbara 

M.A., Ph.D., University of Minnesota 

David Crawford 

Assistant Professor of Sociology and Anthropology 

B.A., California State University, Fullerton 

M.A., Ph.D., University of California, Santa Barbara 

Edward M. Dew 

Professor of Politics 

B.A., Pomona College 

M.A., George Washington University 

M.A., Yale University 

Ph.D., University of California at Los Angeles 

King J. Dykeman 

Associate Professor of Philosophy 

A.B., Creighton University 

M.A., Ph.D., University of Chicago 

Philip I. Eliasoph 

Professor of Visual and Performing Arts 

A.B., Adelphi University 

M.A., Ph.D., State University of New York at Binghamton 

Johanna X.K. Garvey 

Associate Professor of English 

B.A., Pomona College 

M.A., Ph.D., University of California at Berkeley 

Miriam Sahatdjian Gogol 

Associate Dean, College of Arts and Sciences 
Professor of English and American Studies 
B.A., City College, City Univesity of New York 
M.A., M. Phil., Ph.D., Columbia University 

Donald W. Greenberg 

Associate Professor of Politics 

A.B., Alfred University 

Ph.D., City University of New York 

Orin. L. Grossman 

Academic Vice President 
Professor of Visual and Performing Arts 
A.B., Harvard University 
M.Phil., Ph.D., Yale University 

David Gudelunas 

Assistant Professor of Communication 

B.A., University of San Francisco 

M.A., Ph.D., The Annenberg School of Communication 

University of Pennsylvania 

Alan N. Katz 

Professor of Politics 

A.B., M.A., Ph.D., New York University 

Martha S. LoMonaco 

Professor of Visual and Performing Arts 
B.A., Boston College 
M.A., Tufts University 
Ph.D., New York University 

Sharlene McEvoy 

Professor of Business Law 

B.A., Albertus Magnus College 

M.A., Trinity College 

J.D., University of Connecticut 

Ph.D., University of California at Los Angeles 

David W. McFadden 

Professor of History 

B.A., University of Denver 

M.A., Ph.D., University of California at Berkeley 

Leo F. O'Connor 

Director of American Studies 
Professor of American Studies 
B.S., St. Peter's College 
M.A., Ph.D., New York University 

Sally O'Driscoll 

Associate Professor of English 

B.A., Queens College, City University of New York 

M.A., M.Phil., Ph.D., City University of New York 

John M. Orman 

Professor of Politics 
B.S. Indiana State University 
M.A., Ball State University 
Ph.D., Indiana University 

Elizabeth Petrino 

Associate Professor of English 

B.A., State University of New York at Buffalo 

M.A., Ph.D., Cornell University 



Nicholas M. Rinaldi 

Professor of English, Emeritus 

A.B., Shrub Oak College 

M.A., Ph.D., Fordham University 

Rose P. Rodrigues 

Assistant Professor of Sociology and Anthropology 
B.A., Southern Illinois University 
Ph.D., New School for Social Research 

Kurt C. Schlichting 

Professor of Sociology 

A.B., Fairfield University 

M.A., Ph.D., New York University 

Brian Torff 

Associate Professor of Visual and Performing Arts 
B.E.S., M.S. University of Bridgeport 
C.A.S., Fairfield University 

Ellen M. Umansky 

Carl and Dorothy Bennett Professor of Judaic Studies 

B.A., Wellesley College 

M.A., Yale University 

M.Phil., Ph.D., Columbia University 

Michael C. White 

Associate Professor of English 
B.A., University of Connecticut 
Ph.D., University of Denver 

Mathematics Faculty 

The graduate program in mathematics draws on the 
full-time faculty of the College of Arts and Sciences. The 
director is Benjamin Fine, an author, researcher, and 
consultant who specializes in statistical analysis and 
abstract algebra. The Mathematics and Computer 
Science Department includes 13 men and women who 
have excellent credentials and are active in many areas 
of research. 

Christopher Bernhardt 

Professor of Mathematics 

B.A., M.Sc, Ph.D., University of Warwick 

Vera Cherepinsky 

Assistant Professor of Mathematics 
B.S., M.S., Polytechnic University 
M.S., Ph.D., New York University 

Matthew Coleman 

Professor of Mathematics 

B.A., LaSalle College 

M.A., Ph.D., Pennsylvania State University 

Joseph Dennin 

Professor of Mathematics 
A.B., College of the Holy Cross 
M.A., Ph.D., University of Wisconsin 

Benjamin Fine 

Professor of Mathematics 

B.S., Brooklyn College 

M.S., Ph.D., New York University 

Adam King 

Associate Professor of Computer Science 

B.S., Yale University 

M.S., Ph.D., University of California at Los Angeles 

George Lang 

Professor of Mathematics and Computer Science 
B.S., Loyola University 
M.S., University of Dayton 
Ph.D., Purdue University 

Laura McSweeney 

Associate Professor of Mathematics 

B.S., Bridgewater State University 

M.S., Ph.D., University of New Hampshire 

Irene Mulvey 

Professor of Mathematics 
B.A., Stonehill College 
Ph.D., Wesleyan University 

Edward O'Neill 

Associate Professor of Mathematics and 
Computer Science 
A.B., Catholic University 
M.A., Ph.D., Yale University 

Stephen Sawin 

Associate Professor of Mathematics 

A.B., Princeton University 

Ph.D., University of California at Berkeley 

Peter Spoerri 

Associate Professor of Computer Science 
B.S., Brooklyn Polytechnic Institute 
M.S., Oregon State University 
Ph.D., Brooklyn Polytechnic Institute 

Joan Weiss 

Professor of Mathematics 
B.S., Carnegie Mellon University 
M.S., University of Delaware 
D.A., Idaho State University 





Jeffrey von Arx, S.J., Ph.D. 


Charles H. Allen, S.J., M.A. 

Executive Assistant to the President 
James M. Bowler, S.J., M.A. 

Facilitator of Jesuit and Catholic Mission 
and Identity 

Orin L. Grossman, Ph.D. 

Academic Vice President 

Mary Frances A.H. Malone, Ph.D. 

Associate Academic Vice President 
Judith Dobai, M.A. 

Associate Vice President for Enrollment 

Georgia F. Day, Ph.D. 

Assistant Academic Vice President, 

TRIO Programs 
Timothy L. Snyder, Ph.D. 

Dean, College of Arts and Sciences 
Norman A. Solomon, Ph.D. 

Dean, Charles F. Dolan School of Business 
Susan Douglas Franzosa, Ph.D. 

Dean, Graduate School of Education 

and Allied Professions 
Edna F. Wilson, Ed.D. 

Dean, University College 
Evangeios Hadjimichael, Ph.D. 

Dean, School of Engineering 
Jeanne M. Novotny, Ph.D. 

Dean, School of Nursing 
Debnam Chappell, Ph.D. 

Dean of Freshmen 
Robert C. Russo, M.A. 

University Registrar 

William J. Lucas, MBA 

Vice President for Finance and Administration and 


Michael S. Maccarone, M.S. 

Associate Vice President for Finance 
Richard I. Taylor, B.S., C.E. 

Associate Vice President for Campus 

Planning and Operations 
Mark J. Guglielmoni, M.A. 

Director of Human Resources 
Kenneth R. Fontaine, MBA 


Fairfield University Administration 

James A. Estrada, M.A., M.L.I.S. 

Vice President for Information Services and 
University Librarian 

Mark C. Reed '96, MBA, M.Ed. 
Vice President for Student Affairs 
Thomas C. Pellegrino '90, Ph.D., J.D. 

Dean of Students 
Michael J. Doody, S.J. 

Director of Campus Ministry 
Eugene P. Doris, M.A.T. 

Director of Athletics 

Fredric C. Wheeler, M.PA 

Acting Vice President for University Advancement 
Martha Milcarek, B.S. 

Assistant Vice President for 

Public Relations 

Administrators Emeriti 

Aloysius P. Kelley, S.J., Ph.D. 
President Emeritus 

John A. Barone, Ph.D. 


Professor of Chemistry and Provost, Emeritus 

Barbara D. Bryan, M.S. 
University Librarian, Emerita 

Henry J. Murphy, S.J. 


Dean of Freshmen, Emeritus 

Phyllis E. Porter, MSN 


Associate Professor of Nursing, Emerita 

Dean, School of Nursing, Emerita 


Fairfield University Board of Trustees 


Nancy A. Altobello '80 

Rev. John F. Baldovin, S.J. 

Rev. Terrence A. Baum, S.J. 

Joseph F. Berardino 72 

Ronald F. Carapezzi '81 

Kevin M. Conlisk '66 

E. Gerald Corrigan, Ph.D., '63 

Sheila K. Davidson '83 

Joseph A. DiMenna Jr. '80 

Charles F. Dolan, P'86,'85 

William P. Egan '67, P'99 

Thomas A. Franko '69 

Rev. Michael J. Garanzini, S.J. 

Rev. Edward Glynn, S.J. 

Rev. Otto H. Hentz, S.J. 

Brian P. Hull '80 

Paul J. Huston '82 (Chairman of the Board) 

Patricia Hutton '85 

John R. Joyce 

Rev. James F. Keenan, S.J. 

Jack L. Kelly '67, P'96 

Ned C. Lautenbach 

Stephen M. Lessing 76 

Clinton A. Lewis Jr. '88 

Thomas P. Loughlin '80 

Roger M. Lynch '63, P'95 

Michele Macauda 78 

William A. Malloy '80 

Michael E. McGuinness '82 

John C. Meditz 70 

ElnerL Morrell '81 , P'03 

Most. Rev. George V. Murry, S.J. 

Christopher C. Quick 79 

Lawrence C. Rafferty '64 

Rosellen Schnurr 74, P'04 

Sandi Simon, P'01 

Rev. Jeffrey P. von Arx, S.J. 

William P. Weil '68 

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Alphonsus J. Donahue 
Rev. Aloysius P. Kelley, S.J. 
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